Retention of physiology knowledge among medical students in basic science: a cross-sectional study
Background Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medi...
Saved in:
| Published in | BMC medical education Vol. 25; no. 1; pp. 965 - 7 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
London
BioMed Central
01.07.2025
BioMed Central Ltd BMC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1472-6920 1472-6920 |
| DOI | 10.1186/s12909-025-07543-7 |
Cover
Loading…
| Abstract | Background
Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences.
Methods
This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of
P
-value < 0.05.
Results
The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects—gastrointestinal, nervous system, and respiratory—the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (
P
< 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years.
Conclusions
The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. |
|---|---|
| AbstractList | Background
Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences.
Methods
This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of
P
-value < 0.05.
Results
The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects—gastrointestinal, nervous system, and respiratory—the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (
P
< 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years.
Conclusions
The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Background Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences. Methods This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05. Results The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects--gastrointestinal, nervous system, and respiratory--the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years. Conclusions The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Keywords: Medical education, Memory retention, Knowledge loss, Physiology course, Basic sciences, Knowledge recall BackgroundMedical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences.MethodsThis is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05.ResultsThe results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects—gastrointestinal, nervous system, and respiratory—the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years.ConclusionsThe key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Abstract Background Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences. Methods This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05. Results The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects—gastrointestinal, nervous system, and respiratory—the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years. Conclusions The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences. This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05. The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects-gastrointestinal, nervous system, and respiratory-the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years. The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences. This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05. The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects--gastrointestinal, nervous system, and respiratory--the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years. The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences.BACKGROUNDMedical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely using basic sciences in clinical practice. This study was conducted to evaluate the knowledge retention of physiology courses in medical students at Kerman University of Medical Sciences.This is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05.METHODSThis is a cross-sectional study at Kerman University of Medical Sciences. A retention test was conducted in physiology courses using multiple-choice questions. This study included 104 medical students who had completed their basic science courses. The students were in physiopathology, internship, and clerkship were selected. The mean and standard deviation were applied to analyze the data, and a two-sample t-test, one-way ANOVA, was performed with a significance level of P-value < 0.05.The results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects-gastrointestinal, nervous system, and respiratory-the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years.RESULTSThe results of this study in retention test scores showed that lost knowledge was revealed throughout the years. Additionally, the results showed that in three subjects-gastrointestinal, nervous system, and respiratory-the scores of students in Y1 were higher than those of students in other years. In the course of endocrinology, the highest mean score belonged to the students who entered medical school in Y4, and the difference in mean scores among the different groups was statistically significant (P < 0.001). The mean scores in the urinary system course achieved by the medical students are presented, with students who entered medical school in Y3 having the highest mean scores compared to those in other years.The key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice.CONCLUSIONSThe key takeaway is that knowledge retention is not passive; it requires active reinforcement through educational strategies. By prioritizing active learning, integrating clinical relevance, and leveraging strategies like retrieval practice and spaced learning, medical educators can enhance long-term retention and better prepare students for clinical practice. |
| ArticleNumber | 965 |
| Audience | Academic |
| Author | Hadad, Mohammad Khaksari Okhovati, Maryam Shafian, Sara Dehghani, Mahmoud Reza |
| Author_xml | – sequence: 1 givenname: Mohammad Khaksari surname: Hadad fullname: Hadad, Mohammad Khaksari organization: Endocrinology and Metabolism Research Center, Kerman University of Medical Sciences – sequence: 2 givenname: Mahmoud Reza surname: Dehghani fullname: Dehghani, Mahmoud Reza organization: Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences – sequence: 3 givenname: Maryam surname: Okhovati fullname: Okhovati, Maryam organization: Medical Informatics Research Center, Institute for Future Studies in Health, Kerman University of Medical Sciences – sequence: 4 givenname: Sara surname: Shafian fullname: Shafian, Sara email: sarashafian@kmu.ac.ir organization: Medical Informatics Research Center, Institute for Future Studies in Health, Kerman University of Medical Sciences, Department of Medical Education, School of Medicine, Kerman University of Medical Sciences |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40598391$$D View this record in MEDLINE/PubMed |
| BookMark | eNp9kstu1DAYhSNURC_wAiyQJTZsUn5f4thsUFXRUqkSEoK15dhO6iGxhzgpmrfHMxnaDkLIC1v2d4517HNaHIUYXFG8xnCOseDvEyYSZAmkKqGuGC3rZ8UJZjUpuSRw9GR9XJymtALAtaD4RXHMoJKCSnxSNF_d5MLkY0CxReu7TfKxj90G_QjxV-9s55AeYujQ4Kw3ukdpmm0WJOQDanTyBiXjXTDuA9LIjDGlMjmzNdzDm5fF81b3yb3az2fF96tP3y4_l7dfrm8uL25LU3E8lQ2Q1lYNtdwyVhvBaEUpcUwwxhrbVFxzoqHSzGa-5RYqYaloJZgGbG0qelbcLL426pVaj37Q40ZF7dVuI46d0uPkTe-UkUyQBjixIFjNqDYCQwMSE2CaEMheHxev9dzk5CYnHnV_YHp4Evyd6uK9woTgWkqSHd7tHcb4c3ZpUoNPxvW9Di7OSVFCOOXAmMzo27_QVZzH_H47quaM5H98pDqdE_jQxnyx2ZqqC8E4BcwFztT5P6g8rBu8yf1pfd4_ELx5mvQh4p-KZIAswO5zR9c-IBjUtodq6aHKPVS7Hqo6i-giShkOnRsfI_1H9RtP1d25 |
| Cites_doi | 10.1002/ca.23878 10.1016/j.acra.2009.07.012 10.1080/01421590802064880 10.1111/j.1365-2929.2006.02643.x 10.1186/1472-6920-6-5 10.1186/s12909-021-03075-y 10.1007/s10459-006-9054-y 10.3138/jvme.34.3.316 10.3389/fphys.2023.1258149 10.2147/AMEP.S364330 10.1152/advan.00012.2019 10.61186/phypha.28.1.36 10.1186/s12909-025-07096-9 10.1111/tct.70021 10.1186/s12909-014-0275-0 10.1152/advan.00116.2017 10.1152/advan.00047.2018 10.1016/0307-4412(81)90214-4 10.1186/s12909-019-1535-9 10.1097/00001888-200508000-00014 10.15171/rdme.2016.019 10.1111/j.1365-2923.1992.tb00205.x 10.34197/ats-scholar.2024-0036OC 10.1016/j.acra.2007.06.023 10.4103/1947-489X.210870 10.2147/AMEP.S189029 10.1007/s10459-008-9101-y 10.3102/00346543043002205 10.1002/ar.10071 10.1152/advan.00118.2021 10.1152/advan.00113.2017 10.3389/fpubh.2022.835810 |
| ContentType | Journal Article |
| Copyright | The Author(s) 2025 2025. The Author(s). COPYRIGHT 2025 BioMed Central Ltd. 2025. This work is licensed under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. The Author(s) 2025 2025 |
| Copyright_xml | – notice: The Author(s) 2025 – notice: 2025. The Author(s). – notice: COPYRIGHT 2025 BioMed Central Ltd. – notice: 2025. This work is licensed under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. – notice: The Author(s) 2025 2025 |
| DBID | C6C AAYXX CITATION CGR CUY CVF ECM EIF NPM 0-V 3V. 7X7 7XB 88B 88C 88E 8FI 8FJ 8FK ABUWG AFKRA ALSLI AZQEC BENPR CCPQU CJNVE DWQXO FYUFA GHDGH GNUQQ K9. M0P M0S M0T M1P PHGZM PHGZT PIMPY PJZUB PKEHL PPXIY PQEDU PQEST PQQKQ PQUKI PRINS Q9U 7X8 5PM DOA |
| DOI | 10.1186/s12909-025-07543-7 |
| DatabaseName | Springer Nature OA Free Journals CrossRef Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed ProQuest Social Sciences Premium Collection ProQuest Central (Corporate) Health & Medical Collection ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) Healthcare Administration Database (Alumni) Medical Database (Alumni Edition) Hospital Premium Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Central (Alumni) ProQuest Central UK/Ireland Social Science Premium Collection ProQuest Central Essentials Local Electronic Collection Information ProQuest Central ProQuest One Community College Education Collection ProQuest Central Korea Health Research Premium Collection Health Research Premium Collection (Alumni) ProQuest Central Student ProQuest Health & Medical Complete (Alumni) Education Database Health & Medical Collection (Alumni Edition) Healthcare Administration Database Medical Database ProQuest Central Premium ProQuest One Academic Publicly Available Content Database ProQuest Health & Medical Research Collection ProQuest One Academic Middle East (New) ProQuest One Health & Nursing ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic ProQuest One Academic UKI Edition ProQuest Central China ProQuest Central Basic MEDLINE - Academic PubMed Central (Full Participant titles) DOAJ Directory of Open Access Journals |
| DatabaseTitle | CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) Publicly Available Content Database ProQuest One Education ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Essentials ProQuest Health & Medical Complete (Alumni) ProQuest Central (Alumni Edition) ProQuest One Community College ProQuest One Health & Nursing ProQuest Central China ProQuest Central ProQuest Health & Medical Research Collection Health Research Premium Collection Health and Medicine Complete (Alumni Edition) ProQuest Central Korea Health & Medical Research Collection ProQuest Central (New) ProQuest Medical Library (Alumni) Social Science Premium Collection Education Collection ProQuest Central Basic ProQuest Education Journals ProQuest One Academic Eastern Edition ProQuest Health Management ProQuest Hospital Collection Health Research Premium Collection (Alumni) ProQuest Hospital Collection (Alumni) ProQuest Health & Medical Complete ProQuest Medical Library ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Health Management (Alumni Edition) ProQuest One Academic ProQuest One Academic (New) ProQuest Education Journals (Alumni Edition) ProQuest Central (Alumni) MEDLINE - Academic |
| DatabaseTitleList | Publicly Available Content Database MEDLINE MEDLINE - Academic |
| Database_xml | – sequence: 1 dbid: C6C name: Springer Nature OA Free Journals url: http://www.springeropen.com/ sourceTypes: Publisher – sequence: 2 dbid: DOA name: DOAJ Directory of Open Access Journals url: https://www.doaj.org/ sourceTypes: Open Website – sequence: 3 dbid: NPM name: PubMed url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 4 dbid: EIF name: MEDLINE url: https://proxy.k.utb.cz/login?url=https://www.webofscience.com/wos/medline/basic-search sourceTypes: Index Database – sequence: 5 dbid: BENPR name: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Education Anatomy & Physiology |
| EISSN | 1472-6920 |
| EndPage | 7 |
| ExternalDocumentID | oai_doaj_org_article_c9482b062d084743ac810b091204a220 PMC12217992 A846301681 40598391 10_1186_s12909_025_07543_7 |
| Genre | Journal Article |
| GeographicLocations | Iran |
| GeographicLocations_xml | – name: Iran |
| GroupedDBID | --- 0-V 0R~ 23N 2WC 53G 5GY 5VS 6J9 7X7 88E 8FI 8FJ AAFWJ AAJSJ AASML ABUWG ACGFO ACGFS ACHQT ACIHN ADBBV ADRAZ ADUKV AEAQA AENEX AFKRA AFPKN AHBYD AHMBA AHYZX ALMA_UNASSIGNED_HOLDINGS ALSLI AMKLP AMTXH AOIJS AQUVI ARALO AZQEC BAPOH BAWUL BCNDV BENPR BFQNJ BMC BPHCQ BVXVI C6C CCPQU CJNVE CS3 DIK DU5 DWQXO E3Z EBD EBLON EBS EMB EMOBN F5P FYUFA GNUQQ GROUPED_DOAJ GX1 HMCUK IAO IHR INH INR ITC IVC KQ8 M0P M0T M1P M~E O5R O5S OK1 OVT P2P PGMZT PHGZM PHGZT PIMPY PJZUB PPXIY PQEDU PQQKQ PROAC PSQYO PUEGO RBZ RNS ROL RPM RSV SHS SOJ SV3 TR2 UKHRP W2D WOQ WOW XSB AAYXX ALIPV CITATION CGR CUY CVF ECM EIF NPM 3V. 7XB 8FK K9. M48 PKEHL PQEST PQUKI PRINS Q9U 7X8 5PM |
| ID | FETCH-LOGICAL-c561t-b02fd5b3d6d447c8435332e48444bdb56a62a05a4dc56f6d058d38f90cb0d7c53 |
| IEDL.DBID | DOA |
| ISSN | 1472-6920 |
| IngestDate | Wed Aug 27 01:29:07 EDT 2025 Thu Aug 21 18:33:39 EDT 2025 Fri Sep 05 15:46:36 EDT 2025 Fri Jul 25 08:57:34 EDT 2025 Thu Jul 10 08:22:49 EDT 2025 Tue Jul 08 03:52:05 EDT 2025 Sat Jul 05 01:30:51 EDT 2025 Thu Jul 03 08:34:42 EDT 2025 Sat Sep 06 07:30:47 EDT 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 1 |
| Keywords | Medical education Physiology course Basic sciences Knowledge loss Knowledge recall Memory retention |
| Language | English |
| License | 2025. The Author(s). Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c561t-b02fd5b3d6d447c8435332e48444bdb56a62a05a4dc56f6d058d38f90cb0d7c53 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
| OpenAccessLink | https://doaj.org/article/c9482b062d084743ac810b091204a220 |
| PMID | 40598391 |
| PQID | 3227642472 |
| PQPubID | 42593 |
| PageCount | 7 |
| ParticipantIDs | doaj_primary_oai_doaj_org_article_c9482b062d084743ac810b091204a220 pubmedcentral_primary_oai_pubmedcentral_nih_gov_12217992 proquest_miscellaneous_3226360449 proquest_journals_3227642472 gale_infotracmisc_A846301681 gale_infotracacademiconefile_A846301681 pubmed_primary_40598391 crossref_primary_10_1186_s12909_025_07543_7 springer_journals_10_1186_s12909_025_07543_7 |
| PublicationCentury | 2000 |
| PublicationDate | 2025-07-01 |
| PublicationDateYYYYMMDD | 2025-07-01 |
| PublicationDate_xml | – month: 07 year: 2025 text: 2025-07-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationPlace | London |
| PublicationPlace_xml | – name: London – name: England |
| PublicationTitle | BMC medical education |
| PublicationTitleAbbrev | BMC Med Educ |
| PublicationTitleAlternate | BMC Med Educ |
| PublicationYear | 2025 |
| Publisher | BioMed Central BioMed Central Ltd BMC |
| Publisher_xml | – name: BioMed Central – name: BioMed Central Ltd – name: BMC |
| References | SA Mard (7543_CR19) 2024; 28 7543_CR16 7543_CR38 Z Karbasi (7543_CR39) 2023; 20 7543_CR36 7543_CR13 BS Malau-Aduli (7543_CR21) 2019; 43 7543_CR5 7543_CR12 7543_CR8 7543_CR11 G Csaba (7543_CR4) 2025; 25 7543_CR10 AM AlMohanna (7543_CR14) 2018; 42 J Millman (7543_CR23) 1973; 43 E Rico (7543_CR24) 1981; 9 S Heber (7543_CR34) 2023; 14 GJPME Norman (7543_CR2) 2012; 1 H Ahmadipour (7543_CR22) 2016; 5 HG Schmidt (7543_CR29) 2007; 41 LM Buja (7543_CR30) 2019; 19 D Magid (7543_CR40) 2009; 16 7543_CR18 SA Miller (7543_CR33) 2002; 269 PA Ertmer (7543_CR15) 2007; 34 JM Murre (7543_CR6) 2015; 10 P Pandey (7543_CR42) 2007; 41 K Thammasoon (7543_CR31) 2024; 21 B Alosaimi (7543_CR20) 2022; 13 FJ Mateen (7543_CR25) 2008; 30 ME Anders (7543_CR27) 2021; 46 7543_CR44 7543_CR43 SC Donker (7543_CR35) 2022; 22 D’Eon MFJBme (7543_CR1) 2006; 6 NN Woods (7543_CR3) 2007; 12 DS Feigin (7543_CR32) 2007; 14 MF El-Bab (7543_CR37) 2011; 3 T Taveira-Gomes (7543_CR7) 2015; 15 AM Kleiman (7543_CR17) 2019; 43 JC Sisson (7543_CR41) 1992; 26 N Al-Badri (7543_CR26) 2022; 35 A Farajpour (7543_CR28) 2024; 21 E Lazić (7543_CR9) 2006; 47 |
| References_xml | – volume: 35 start-page: 609 issue: 5 year: 2022 ident: 7543_CR26 publication-title: Clin Anat doi: 10.1002/ca.23878 – volume: 41 start-page: 1133 issue: 12 year: 2007 ident: 7543_CR29 publication-title: Med Educ – volume: 16 start-page: 1443 issue: 11 year: 2009 ident: 7543_CR40 publication-title: Acad Radiol doi: 10.1016/j.acra.2009.07.012 – ident: 7543_CR38 – volume: 10 start-page: e0120644 issue: 7 year: 2015 ident: 7543_CR6 publication-title: Replication Anal Ebbinghaus’ Forgetting Curve – volume: 30 start-page: 537 issue: 5 year: 2008 ident: 7543_CR25 publication-title: Med Teach doi: 10.1080/01421590802064880 – volume: 41 start-page: 7 issue: 1 year: 2007 ident: 7543_CR42 publication-title: Med Educ doi: 10.1111/j.1365-2929.2006.02643.x – ident: 7543_CR11 doi: 10.1186/1472-6920-6-5 – volume: 22 start-page: 65 issue: 1 year: 2022 ident: 7543_CR35 publication-title: BMC Med Educ doi: 10.1186/s12909-021-03075-y – volume: 12 start-page: 417 issue: 4 year: 2007 ident: 7543_CR3 publication-title: Adv Health Sci Educ doi: 10.1007/s10459-006-9054-y – volume: 6 start-page: 1 issue: 1 year: 2006 ident: 7543_CR1 publication-title: Univ Sask – volume: 34 start-page: 316 issue: 3 year: 2007 ident: 7543_CR15 publication-title: J Vet Med Educ doi: 10.3138/jvme.34.3.316 – ident: 7543_CR16 doi: 10.3389/fphys.2023.1258149 – volume: 13 start-page: 733 year: 2022 ident: 7543_CR20 publication-title: Adv Med Educ Pract doi: 10.2147/AMEP.S364330 – volume: 43 start-page: 293 issue: 3 year: 2019 ident: 7543_CR21 publication-title: Adv Physiol Educ doi: 10.1152/advan.00012.2019 – ident: 7543_CR12 – volume: 28 start-page: 36 issue: 1 year: 2024 ident: 7543_CR19 publication-title: Physiol Pharmacol (Iran) doi: 10.61186/phypha.28.1.36 – volume: 1 start-page: 6 issue: 1 year: 2012 ident: 7543_CR2 publication-title: Present Future – volume: 47 start-page: 882 issue: 6 year: 2006 ident: 7543_CR9 publication-title: Croatian Med J – volume: 25 start-page: 523 issue: 1 year: 2025 ident: 7543_CR4 publication-title: BMC Med Educ doi: 10.1186/s12909-025-07096-9 – ident: 7543_CR44 doi: 10.1111/tct.70021 – volume: 15 start-page: 1 issue: 1 year: 2015 ident: 7543_CR7 publication-title: BMC Med Educ doi: 10.1186/s12909-014-0275-0 – volume: 42 start-page: 541 issue: 4 year: 2018 ident: 7543_CR14 publication-title: Adv Physiol Educ doi: 10.1152/advan.00116.2017 – volume: 43 start-page: 47 issue: 1 year: 2019 ident: 7543_CR17 publication-title: Adv Physiol Educ doi: 10.1152/advan.00047.2018 – volume: 9 start-page: 100 issue: 3 year: 1981 ident: 7543_CR24 publication-title: Biochem Educ doi: 10.1016/0307-4412(81)90214-4 – volume: 19 start-page: 1 year: 2019 ident: 7543_CR30 publication-title: BMC Med Educ doi: 10.1186/s12909-019-1535-9 – ident: 7543_CR8 doi: 10.1097/00001888-200508000-00014 – volume: 5 start-page: 93 issue: 2 year: 2016 ident: 7543_CR22 publication-title: Res Dev Med Educ doi: 10.15171/rdme.2016.019 – volume: 21 start-page: 237 issue: 1 year: 2024 ident: 7543_CR31 publication-title: Strides Dev Med Educ – volume: 21 start-page: 113 issue: 1 year: 2024 ident: 7543_CR28 publication-title: Strides Dev Med Educ – volume: 26 start-page: 454 issue: 6 year: 1992 ident: 7543_CR41 publication-title: Med Educ doi: 10.1111/j.1365-2923.1992.tb00205.x – ident: 7543_CR10 doi: 10.34197/ats-scholar.2024-0036OC – volume: 14 start-page: 1137 issue: 9 year: 2007 ident: 7543_CR32 publication-title: Acad Radiol doi: 10.1016/j.acra.2007.06.023 – volume: 3 start-page: 45 issue: 2 year: 2011 ident: 7543_CR37 publication-title: Ibnosina J Med BS doi: 10.4103/1947-489X.210870 – ident: 7543_CR18 doi: 10.2147/AMEP.S189029 – ident: 7543_CR5 doi: 10.1007/s10459-008-9101-y – volume: 43 start-page: 205 issue: 2 year: 1973 ident: 7543_CR23 publication-title: Rev Educ Res doi: 10.3102/00346543043002205 – volume: 14 start-page: 1258149 year: 2023 ident: 7543_CR34 publication-title: Front Physiol doi: 10.3389/fphys.2023.1258149 – volume: 269 start-page: 69 issue: 2 year: 2002 ident: 7543_CR33 publication-title: Anat Record: Official Publication Am Association Anatomists doi: 10.1002/ar.10071 – volume: 46 start-page: 35 issue: 1 year: 2021 ident: 7543_CR27 publication-title: Adv Physiol Educ doi: 10.1152/advan.00118.2021 – volume: 20 start-page: 162 issue: 1 year: 2023 ident: 7543_CR39 publication-title: Strides Dev Med Educ – ident: 7543_CR13 – ident: 7543_CR36 doi: 10.1152/advan.00113.2017 – ident: 7543_CR43 doi: 10.3389/fpubh.2022.835810 |
| SSID | ssj0017831 |
| Score | 2.3817277 |
| Snippet | Background
Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians... Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians rarely... Background Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians... BackgroundMedical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with clinicians... Abstract Background Medical educationists are concerned that the retention of basic science concepts weakens beyond the early years of medical programs, with... |
| SourceID | doaj pubmedcentral proquest gale pubmed crossref springer |
| SourceType | Open Website Open Access Repository Aggregation Database Index Database Publisher |
| StartPage | 965 |
| SubjectTerms | Adult Analysis Anatomy Anatomy & physiology Attrition (Research Studies) Basic sciences Clinical medicine College Science Core curriculum Correlation Cross-Sectional Studies Curriculum Curriculum Design Data Analysis Education Education, Medical, Undergraduate Educational aspects Educational Measurement Educational Methods Educational research Educational Strategies Embryology Female Graduate Students Horizontal integration Humans Internal Medicine Internship Programs Internships Iran Knowledge acquisition Knowledge loss Knowledge recall Learner Engagement Learning Learning Processes Male Medical Education Medical Evaluation Medical schools Medical students Memory Memory retention Methods Multiple choice Neurophysiology Participant Satisfaction Pharmacology Physiological aspects Physiology Physiology - education Physiology course Retention, Psychology School Holding Power Science Science Curriculum Sciences education Student retention Students, Medical - psychology Students, Medical - statistics & numerical data Theory of Medicine/Bioethics Training Young Adult |
| SummonAdditionalLinks | – databaseName: ProQuest Central dbid: BENPR link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV1Lb9QwELZgKyEuCFoegYKMhOAAVh0_EocL2qJWFVIrVFGpN8ux47KHJkuzPfTfM3aclBTBdT27G2den2fGMwi9q0vlpRWSOJF7IoQzxHhTkCY31npqrOfhcvLxSXF0Jr6dy_MUcOtTWeVoE6Ohdp0NMfI9ELwSsLIo2Zf1LxKmRoXsahqhcR9tgQlWcoG29g9Ovp9OeYRS8Xy8KqOKvT5EXSoSRriCqxSclDN3FLv2_22b_3BOdwsn72RPo1M6fIweJTSJlwP7n6B7TbuNdpYtnKQvb_B7HOs7Y-B8Gz04Tmn0HVSfBqgcWII7j9cTEZ4ibDgOIcKXQxoH90MHzB6vWgx-b2Vx8pyfscFxZ6SPNV1tIr55is4OD358PSJp2AKxAKE2pKbMO1lzVzghSqsARnHOGqGEELWrZWEKZqg0wgG9LxyVynHlK2pr6kor-TO0aLu2eYFwWRkJ_PeSN-FAZY3xjeWVdazyyiqeoY_jO9froaeGjmcRVeiBQxo4pCOHdJmh_cCWiTL0w44fdFcXOqmXtpVQrKYFcxTcreDGqpzWgIUYFYYxmqEPgak6aC1wzpp0-QAeOPS_0kuAYWDqCpVnaHdGCdpm58ujWOik7b2-lc0MvZ2WwzdDBVvbdNeRJrRmE6LK0PNBiqYtAWiuAKjCj6uZfM32PF9pVz9jL_CcsdDTD_740yiKt8_175f68v_beIUeskFJCM130WJzdd28BvC1qd8kDfsNWEIt2A priority: 102 providerName: ProQuest – databaseName: Springer Nature OA Free Journals dbid: C6C link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwlV1Lb9QwELagSIgLgvIKFGQkJA5g4fgVh1upqCqkckBU6s3yIxZ7aBaR7YF_z4zjXZoCB672JLEzM57PHvszIa9CZ7OOSrOk2syUSp757A0bWh9j5j5miYeTTz-bkzP16VyfV5ocPAtzNX_fWvNuwnWSnuGlqxDclGTdTXJLI88YJmbN0S5j0FnZbg_F_PW5ReAp_Px_jsJXwtD1LZLX8qQl_BzfI3crbqSHs6LvkxvDuI9XLtftGfvk9mnNkj8g4QsiYSym60zL2kVZPKe7BTRa7hiiF3OWhk4zweVEVyOFsLaKtAbG99TT0h02lS1bYxX--ZCcHX_8enTC6l0KLAJC2rDARU46yGSSUl20gJKkFIOySqmQgjbeCM-1Vwnks0lc2yRt7nkMPHVRy0dkb1yPwxNCu95rUG_WcsD5UvQ-D1H2MYk-22hlQ95sf7T7PlNmuDLVsMbNanGgFlfU4rqGfEBd7CSR7roUgBW46j0u9sqKwI1IHKKpkj7algeAOoIrLwRvyGvUpEOnBHVFX88WQIOR3sodAsqCkczYtiEHC0lwpris3tqCq848ORjzOpimqU405OWuGp_EDWrjsL4sMsi8plTfkMez6ey6BJi4BxwKL7cLo1r0eVkzrr4Vqu9WCKTsgw-_3drf73b9-6c-_T_xZ-SOmD2F8faA7G1-XA7PAWttwoviZL8AfmYhhQ priority: 102 providerName: Springer Nature |
| Title | Retention of physiology knowledge among medical students in basic science: a cross-sectional study |
| URI | https://link.springer.com/article/10.1186/s12909-025-07543-7 https://www.ncbi.nlm.nih.gov/pubmed/40598391 https://www.proquest.com/docview/3227642472 https://www.proquest.com/docview/3226360449 https://pubmed.ncbi.nlm.nih.gov/PMC12217992 https://doaj.org/article/c9482b062d084743ac810b091204a220 |
| Volume | 25 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3Ni9QwFA-6gngRv62uQwTBg4ZN811vO8Mui7CLDC4MXkI-GpyDHbGzB_97X9LOuF0RL14KbV7b5H3kvZePXxB647VJMghJoqgTESI64pJTpK1dCIm6kHjenHx-oc4uxceVXF076iuvCRvggQfGHYVGGOapYpFCRyq4C6amHrwco8IxVrJ1uNslU-P8gTa83m2RMeqoz6MtDclHt4KLFJzoiRsqaP1_9snXnNLNBZM3Zk2LMzp9gO6PUSQ-Hmr_EN1qu0fo7vk4T_4Y-WWOhTPP8SbhMnpRhs_xfggNl1OG8Ldhngb3A8Rlj9cdBse2Dnh0jR-ww6UJpC-LtrqR-OcTdHl68nlxRsbTFEiAGGlLPGUpSs-jikLoYCBO4py1wgghfPRSOcUclU5EoE8qUmkiN6mhwdOog-RP0UG36drnCOvGSRBwkrzNGVNwLrWBNyGyJplgeIXe7Zhrvw-gGbYkG0bZQRQWRGGLKKyu0Dzzf0-ZAa_LA1ADO6qB_ZcaVOhtlp7NZgkiCm7cXQAVzgBX9hjiLOjLlKkrdDihBHMK0-Kd_O1ozr2FXk9DoiY0q9DrfXF-My9R69rNVaHJ2GtCNBV6NqjLvkkQFTcQicLHzUSRJm2elnTrrwXsu2Ysg_bBj9_vdO53vf7O1Bf_g6kv0T022Ayh9SE62P64al9BDLb1M3Rbr_QM3ZmfXHxawt1CLWbFBOG6nH_5BRitL8s |
| linkProvider | Directory of Open Access Journals |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Lb9QwELaqVgIuCFoegQJG4nEAq47tJA4SQltotaXdClWt1Jtx7Bj20OzSbIX2T_EbGTuPkiK49RpPHs68PnvGMwi9KDLpEiMSYkXsiBBWE-10SspYG-OoNo77w8mTw3R8Ij6fJqcr6Fd3FsanVXY2MRhqOzN-j3wLBC8DrCwy9mH-g_iuUT662rXQaMRiv1z-hCVb_X7vE_D3JWO7O8cfx6TtKkAMYIUFKShzNim4Ta0QmZGAFzhnpZBCiMIWSapTpmmihQV6l1qaSMuly6kpqM2M7xIBJn8NbstBi9a2dw6_HPVxi0zyuDuaI9Ot2u_y5MS3jAXXLDjJBu4vdAn42xf84QyvJmpeidYGJ7h7B91u0SseNeJ2F62U1TraGFWwcj9b4lc45JOGjfp1dGPShu03UHHkobkXATxzeN4T4X5HD4emR_isCRvhuqm4WeNphcHPTg1uPfU7rHGYGalDDlnVEi_voZNrYcN9tFrNqvIhwlmuE5A3l_DSL-CM1q40PDeW5U4aySP0pvvnat7U8FBh7SNT1XBIAYdU4JDKIrTt2dJT-vrb4cLs_Jtq1VmZXEhW0JRZCu5dcG1kTAvAXowKzRiN0GvPVOWtBHDO6PawA3ywr7elRgD7wLSmMo7Q5oAStNsMhzuxUK11qdWlLkToeT_s7_QZc1U5uwg0vhScEHmEHjRS1E8JQHoOwBgeLgfyNZjzcKSafg-1x2PGfA1BePHbThQvv-vfP_XR_6fxDN0cH08O1MHe4f5jdIs1CkNovIlWF-cX5RMAfoviaattGH29bgX_DcX3an0 |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwlV1Lb9QwELZgK1VcEJRH0xYwEhIHsOrYjuNwWx6rstAKAZV6s_yIYQ9kq2Z74N8zdh40BQ5c7UliZ2Y8nz0PI_TMlioUThTEizwQIbwhJhhJ6tw4F6hxgcfk5OMTeXQqlmfF2ZUs_hTtPrgku5yGWKWp2Rye-9CpuJKHbTw9qUi8ihVMnuCkvIm2lAT4MENb8_nyy3L0JJSK50OyzF-fnBikVLf_z9X5inm6Hjp5zX-azNLiDrrd40k87wTgLrpRNzvxKuY-bGMHbR_33vN7yH6OCDk243XA6UwjHarj8WANp7uH8I_Oe4PbrvBli1cNBnO3crg3mK-wwWk6pE2hXE1P_PM-Ol28-_rmiPR3LBAHyGlDLGXBF5Z76YUonQL0xDmrhRJCWG8LaSQztDDCA32QnhbKcxUq6iz1pSv4AzRr1k29i3BZmQLYHgpex32UMybUjlfOsyoop3iGXgw_Wp93pTR02oIoqTu2aGCLTmzRZYZeR16MlLEMdmpYX3zTvVZpVwnFLJXMU7CyghuncmoBAjEqDGM0Q88jJ3VUVmCXM33OAQw4lr3Sc0BfsMJJlWfoYEIJSuam3YMs6F7JWw1rYQnbN1GyDD0du-OTMXCtqdeXiSZWZBOiytDDTnTGKQFWrgCfwsvVRKgmc572NKvvqQR4zlgs5QcffjnI3-9x_fun7v0f-RO0_entQn98f_JhH91indIQmh-g2ebisn4EcGxjH_ca9wtX2i4g |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Retention+of+physiology+knowledge+among+medical+students+in+basic+science%3A+a+cross-sectional+study&rft.jtitle=BMC+medical+education&rft.au=Hadad%2C+Mohammad+Khaksari&rft.au=Dehghani%2C+Mahmoud+Reza&rft.au=Okhovati%2C+Maryam&rft.au=Shafian%2C+Sara&rft.date=2025-07-01&rft.issn=1472-6920&rft.eissn=1472-6920&rft.volume=25&rft.issue=1&rft_id=info:doi/10.1186%2Fs12909-025-07543-7&rft.externalDBID=n%2Fa&rft.externalDocID=10_1186_s12909_025_07543_7 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1472-6920&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1472-6920&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1472-6920&client=summon |