The rate of knowledge retention in basic sciences courses among dentistry students

S.S Mazloomi, HR Rastegar Panah, H Kheirollahi, MR Mozayan

Abstract


132

Background: Acquiring and recalling knowledge can be considered as the starting point of learning; so increasing  the acquisition  of knowledge and information  recall is one the most important goals of education.

Objective: To determine the students'  information recall in the basic courses of histology, immunology, physiology, biochemistry,  head and neck anatomy,  and microbiology  in dentistry  school.

Method:  In this descriptive  survey, 60 students who had passed their basis courses were studied. The tests  were  held  five semesters  following  the basic  courses,  and  were  like  those  they  had  passed previously.

Results: The results revealed that information recall was the highest for the physiology course (z=0.72), while it was the lowest for anatomy (z=0.07). For the histology course, the lowest mean score was achieved by the students entered in the  year 1997, and the highest  by those  entered  in 1999. The relationship between the entry year  of the  students  and  their  information recall  is  statistically significant  (p<0.05).

Discussant: The results showed that the teaching basic science courses such as physiology, anatomy, immunology, microbiology, and biochemistry should  accompany new  strategies in  teaching  and learning. One of these is the inclusion by the teachers of retrieval cues in any course so as to facilitate learning.

Keywords:  knowledge retention,  basic sciences


Keywords


knowledge retention, basic sciences

Full Text:

PDF

48

References


Hebert MB. Memory awareness and schematization. Paper presented at the 1998 conference for the Australian Association for Research in Education. Available at: http:// www.aare.edu.au.htm.

AziziF. Medical education: Mission, vision, and challenges. Ministry of Health and Medical Education. Tehran, p 317.

Conway MA, Gardiner JM. Changes in memory awareness during learning: the acquisition of knowledge by psychology undergraduates. J Exp Psychology Gen 1997:126(4): 393-413.

The very long-term retention of knowledge acquired through formal education: Twelve years of cognitive psychology. J Exp Psychology Gen 1991,120: 1-22.

Safi AA. Methods of learning and Reading. Dowran Publ., Tehran, 1998:45.

Eerie AW, Richards BF. The consistency of students' self-assessments in short essay subject­ matter examination. Med Educe 1992; 26(4): 310-6.




DOI: https://doi.org/10.22037/jme.v7i1.850

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.