The Rate Of Knowledge Retention In Basic Sciences Courses Among Dentistry Students

AUTHORS

SS Mazloomi 1 , * , HR Rastegar Panah 2 , H Kheirollahi 3 , MR Mozayan 4

1 Assistant professor, School of Health, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.

2 Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.

3 Faculty member, School of Dentistry, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.

4 Faculty member, School of Medicine, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.

How to Cite: Mazloomi S, Rastegar Panah H, Kheirollahi H, Mozayan M. The Rate Of Knowledge Retention In Basic Sciences Courses Among Dentistry Students, J Med Edu. 2005 ; 7(1):e105214. doi: 10.22037/jme.v7i1.850.

ARTICLE INFORMATION

Journal of Medical Education: 7 (1); e105214
Published Online: March 01, 2005
Article Type: Research Article
Received: August 01, 2004
Accepted: March 01, 2005
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Abstract

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.

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  • © 2005, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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