292
Views
3
CrossRef citations to date
0
Altmetric
Original Research

Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

ORCID Icon, ORCID Icon, & ORCID Icon
Pages 431-438 | Published online: 03 May 2021

References

  • Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden. MedTeach. 2002;24:280–285.
  • Bryant J, Sen R, Sood S. Undergraduate medical student’s perceptions and opinions towards the subject of Physiology. Int J Biomed Adv Res. 2014;5(12):605–608.
  • El-Bab MF, Sheikh B, Shalaby S, Awady M, Allam A. Evaluation of basic medical sciences knowledge retention among medical students. Ibnosina J Med BS. 2011;3:45–52. doi:10.4103/1947-489X.210870
  • Pangaro L. The role and value of the basic sciences in medical education: the perspective of clinical education–students’ progress from understanding to action. J Int Assoc Med Sci Educ. 2010;20:307–313.
  • Patel VL, Evans DA, Groen GJ. Biomedical knowledge and clinical reasoning. In: Evans DA, Patel VL, editors. Cognitive Science in Medicine: Biomedical Modeling. Cambridge: MIT Press; 1989:53–112.
  • Silverthorne DU. Incorporating Active Learning in Practical Experiments for Students. San Jose, Costa Rica: International Workshop: Modern Approaches to Teaching and Learning Physiology; 2000.
  • Khalid BA. The current status of medical education in the Gulf Cooperation Council countries. Ann Saudi Med. 2008;28:83–88. doi:10.5144/0256-4947.2008.83
  • Hmelo CE. Cognitive consequences of problem-based learning for the early development of medical expertise. Teaching Learning Med. 1998;10:92–100. doi:10.1207/S15328015TLM1002_7
  • Hmelo CE. Problem-based learning: effects on the early acquisition of cognitive skill in medicine. J Learning Sci. 1998;7:173–208. doi:10.1207/s15327809jls0702_2
  • Woods NN, Brooks LR, Norman GR. The value of basic science in clinical diagnosis: creating coherence among signs and symptoms. Med Educ. 2005;39:107–112. doi:10.1111/j.1365-2929.2004.02036.x
  • Woods NN, Brooks LR, Norman GR. The role of biomedical knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ Theory Pract. 2007;12:417–442. doi:10.1007/s10459-006-9054-y
  • Woods NN, Neville AJ, Levinson AJ, Howey EH, Oczkowski WJ, Norman GR. The value of basic science in clinical diagnosis. Acad Med. 2006;81(Suppl):S124–S127. doi:10.1097/00001888-200610001-00031
  • Ginzburg SB, Brenner J, Cassara M, Kwiatkowski T, Willey JM. Contextualizing the relevance of basic sciences: small-group simulation with debrief for first- and second-year medical students in an integrated curriculum. Adv Med Educ Pract. 2017;8:79–84. doi:10.2147/AMEP.S124851
  • Norman G. The essential role of basic science in medical education: the perspective from psychology. Clin Invest Med. 2000;23:47–51.
  • D’Eon MF. Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan. BMC Med Educ. 2006;6:5. doi:10.1186/1472-6920-6-5
  • Lazic´ E, Dujmovic´ J, Hren D. Retention of basic sciences knowledge at clinical years of medical curriculum. Croat Med J. 2006;47:882–887.
  • Alam A. How do medical students in their clinical years perceive basic sciences courses at King Saud University? Ann Saudi Med. 2011;31:58–61. doi:10.4103/0256-4947.75780
  • Gupta S, Gupta AK, Verma M, Kaur H, Kaur A, Singh K. Students’ perceptions of basic science subjects. Int J Appl Basic Med Res. 2014;4.
  • Getu AA. Basic science courses in the eyes of medical students during their clinical study years at University of Gondar. Int J Biomed Adv Res. 2019;10(10):e5275.
  • Elstein AS. On the origins and development of evidence-based medicine and medical decision making. Inflamm Res. 2004;53(Suppl 2):S184–9. doi:10.1007/s00011-004-0357-2
  • Javed K, Anwar K, Aamir F. Perception and interest of medical students regarding basic medical science subjects. Pak J Med Health Sci. 2016;10(3):1004–1007.
  • Malau-Aduli BS, Alele FO, Heggarty P, Teague PA, Sen Gupta T, Hays R. Perceived clinical relevance and retention of basic sciences across the medical education continuum. Adv Physiol Educ. 2019;43:293–299. doi:10.1152/advan.00012.2019
  • Kitajima I. Ideal situation of clinical laboratory medicine: scientific interest and career path of freshmen in one medical school (To develop physicians engaged in clinical laboratory medicine). Lab clin pract. 2009;27:8–12.
  • Yamazaki Y, Uka T, Shimizu H, Miyahira A, Sakai T, Marui E. Japanese medical students’ interest in basic sciences: a questionnaire survey of a medical school in Japan. Tohoku J Exp Med. 2013;229:129–136. doi:10.1620/tjem.229.129
  • Kumar A, Mitra K, Nagarajan S, Poudel B. Factors influencing medical students’ choice of future specialization in medical sciences: a cross-sectional questionnaire survey from medical schools in China, Malaysia and regions of South Asian Association for Regional Cooperation. N Am J Med Sci. 2014;6(3):119–125. doi:10.4103/1947-2714.128473
  • Grigg M, Arora M, Diwan AD. Australian medical students and their choice of surgery as a career: a review. ANZ J Surg. 2014;84:653–655. doi:10.1111/ans.12389
  • Riviere E, Quinton A, Roux X, et al. Choice of career by French medical students after the national ranking exam in 2012. Presse Med. 2013;42:e417–24.
  • Kawamoto R, Ninomiya D, Kasai Y, et al. Factors associated with the choice of general medicine as a career among Japanese medical students. Med Educ Online. 2016;21:29448. doi:10.3402/meo.v21.29448
  • Vogel WH. Relevance of “irrelevant” facts in medical education: the value of basic science teaching for later medical practice. Acad Med. 1993;68:S27–8. doi:10.1097/00001888-199302000-00026
  • Patel VL, Evans DA, Kaufman DR. Reasoning strategies and the use of biomedical knowledge by medical students. Med Educ. 1990;24:129–136. doi:10.1111/j.1365-2923.1990.tb02511.x
  • Yograj S, Bhat AN, Gupta RK, Gupta G, Kalsotra L. Role of basic sciences in making of a clinician: perspectives of medical students from North India. J Educ Health Promot. 2019;8. doi:10.4103/jehp.jehp_66_19
  • Shankar PR, Dubey AK, Subish P, Upadhyay DK. Medical student attitudes towards and perception of the basic sciences in a medical college in Western Nepal. Med Sci Educ. 2007;17:67–73.
  • Shah DK, Jha RK, Sah K, et al. Students’ attitudes and perception towards basic sciences in a medical school of Nepal: a cross‑sectional study. J Contemp Med Educ. 2015;3:165–169. doi:10.5455/jcme.20151125021314
  • Sentí M, Miralles R, Bigorra J, et al. A collaborative project to bridging the gap between basic and clinical teachers: the opinion of medical students. Bio Educ. 2015;9:13.
  • Custers EJ. Long‑term retention of basic science knowledge: a review study. Adv Health Sci Educ Theory Pract. 2010;15:109‑28. doi:10.1007/s10459-008-9101-y
  • Nuggedalla MA, Mustafa Hegazy AA. A perception and significance of basic sciences for clinical studies. Int J Hum Anat. 2018;1:26–32. doi:10.14302/issn.2577-2279.ijha-18-2221
  • Spencer AL, Brosenitsch T, Levine AS, Kanter SL. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine. Acad Med. 2008;83:662‑9. doi:10.1097/ACM.0b013e318178356b
  • Bhattacharya N, Shankar N, Khaliq F, Rajesh CS, Tandon OP. Introducing problem‑based learning in physiology in the conventional Indian medical curriculum. Natl Med J India. 2005;18:92–95.
  • Abraham RR, Vinod P, Kamath MG, Asha K, Ramnarayan K. Learning approaches of undergraduate medical students to physiology in a non‑PBL and partially PBL oriented curriculum. Adv Physiol Educ. 2008;32:35‑7. doi:10.1152/advan.00063.2007
  • Adiga S, Adiga U. Problem based learning – an approach to learning pharmacology in medical school. Biomed Res. 2010;21:43‑6.
  • Nayak S, Ramnarayan K, Somayaji N, Bairy KL. Teaching anatomy in a problem‑based learning (PBL) curriculum. Neuroanatomy. 2006;5:2‑3.
  • Ciraj AM, Vinod P, Ramnarayan K. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school. Indian J Pathol Microbiol. 2010;53:729–733. doi:10.4103/0377-4929.72058