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window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":67639203,"created_at":"2022-01-08T13:36:20.298-08:00","from_world_paper_id":191172852,"updated_at":"2024-11-24T14:30:16.523-08:00","_data":{"publisher":"Springer Nature","grobid_abstract":"Clinical teachers often complain that medical students have forgotten or somehow ''lost'' knowledge that has been taught at pre-clinical levels at the time of entering the clinical part of education. The purpose of this qualitative study was to explore, whether transfer of knowledge was identified as a problem by the teaching staff of anatomy and surgery, and if so, what strategies they used to overcome it. Semistructured interviews were conducted with ten medical teachers in anatomy and surgery. Most teachers recognised that there was a problem of transfer and some individuals had adopted strategies to address this. However, there was no formal educational strategy suggested to overcome the problem of transfer. The conclusion is that transfer needs to be addressed both by basic science teachers and clinical teachers. There is a need for a mutual educational discourse of the contexts students will face.","publication_date":"2008,,","publication_name":"Advances in Health Sciences Education","grobid_abstract_attachment_id":"78384307"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"How do medical teachers address the problem of transfer?","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [44954130]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div 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data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="117546071" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/117546071/Transfer_of_anatomy_during_surgical_clerkships_an_exploratory_study_of_a_student_staff_partnership">Transfer of anatomy during surgical clerkships: an exploratory study of a student-staff partnership</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39844096" href="https://su-se.academia.edu/KlaraBolanderLaksov">Klara Bolander Laksov</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International 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Rosby1 · Henk G. Schmidt2 · Gerald J. S. Tan1 · Naomi Low‐Beer1 · Silvia Mamede3 · Laura Zwaan3 · Jerome I. Rotgans1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="327263" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Advances in Health Sciences Education, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">It was recently shown that novice medical students could be trained to demonstrate the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. However, the effectiveness of this training can only be fully evaluated when considering the extent to which knowledge transfer and long-term retention occur as a result, the former of which is known to be notoriously difficult to achieve. This study aimed to investigate whether knowledge learned during an online training exercise for chest X-ray diagnosis promoted either knowledge transfer or retention, or both. Second year medical students were presented with, and trained to recognise the features of four chest X-ray conditions. Subsequently, they were shown the four trained-for cases again as well as different representations of the same conditions varying in the number of common elements and asked to provide a diagnosis, to test for near-transfer (four cases) and far-transfer (four cases) of knowledge. They were also shown four completely new conditions to diagnose. Two weeks later they were asked to diagnose the 16 aforementioned cases again to assess for knowledge retention. Dependent variables were diagnostic accuracy and time-to-diagnosis. Thirty-six students volunteered. Trained-for cases were diagnosed most accurately and with most speed (mean score = 3.75/4, mean time = 4.95 s). When assessing knowledge transfer, participants were able to diagnose near-transfer cases more accurately (mean score = 2.08/4, mean time = 15.77 s) than far-transfer cases (mean score = 1.31/4, mean time = 18.80 s), which showed similar results to those conditions previously unseen (mean score = 0.72/4, mean time = 19.46 s). Retention tests showed a similar pattern but accuracy scores were lower overall. This study demonstrates that it is possible to successfully promote knowledge transfer and retention in Year 2 medical students, using an online training exercise involving diagnosis of chest X-rays, and is one of the few studies to provide evidence of actual knowledge transfer.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise AUTHORS: Lucy V. Rosby1 · Henk G. Schmidt2 · Gerald J. S. Tan1 · Naomi Low‐Beer1 · Silvia Mamede3 · Laura Zwaan3 · Jerome I. Rotgans1","attachmentId":84033662,"attachmentType":"pdf","work_url":"https://www.academia.edu/76277459/Promotion_of_knowledge_transfer_and_retention_in_year_2_medical_students_using_an_online_training_exercise_AUTHORS_Lucy_V_Rosby1_Henk_G_Schmidt2_Gerald_J_S_Tan1_Naomi_Low_Beer1_Silvia_Mamede3_Laura_Zwaan3_Jerome_I_Rotgans1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76277459/Promotion_of_knowledge_transfer_and_retention_in_year_2_medical_students_using_an_online_training_exercise_AUTHORS_Lucy_V_Rosby1_Henk_G_Schmidt2_Gerald_J_S_Tan1_Naomi_Low_Beer1_Silvia_Mamede3_Laura_Zwaan3_Jerome_I_Rotgans1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="75362814" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75362814/How_We_Helped_3_rd_Year_Medical_Students_Transition_from_Basic_Sciences_to_Bedside_Experience_at_a_Tertiary_Care_Teaching_Hospital">How We Helped 3 rd Year Medical Students' Transition from Basic Sciences to Bedside; Experience at a Tertiary Care Teaching Hospital</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2782388" href="https://independent.academia.edu/ArshadButt">Arshad Butt</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Clinical bed side teaching to learn the art and science of reaching an appropriate diagnosis is the most important part of training of medical students. Transition from basic science teaching to the complex world of clinical problem solving dealing with real patients is a difficult task to which some adapt quickly while for others it is a challenging proposition. Clinical faculty needs to focus on facilitating this transition helping medical students adjust and adapt to their new roles as future doctors. Study design: Cross sectional non comparative study. Place and duration of study: Gastroenterology Department, Shaikh Zayed Postgraduate Medical Institute, Lahore from March to May 2013. Methodology: A total of twenty seven 3 rd year MBBS students already experienced in history taking and clinical examination techniques were included. Facilitator adopted a constructivist approach with schema activation recalling applied aspects of anatomy, physiology and biochemistry relevant to dia...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How We Helped 3 rd Year Medical Students' Transition from Basic Sciences to Bedside; Experience at a Tertiary Care Teaching Hospital","attachmentId":83160986,"attachmentType":"pdf","work_url":"https://www.academia.edu/75362814/How_We_Helped_3_rd_Year_Medical_Students_Transition_from_Basic_Sciences_to_Bedside_Experience_at_a_Tertiary_Care_Teaching_Hospital","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75362814/How_We_Helped_3_rd_Year_Medical_Students_Transition_from_Basic_Sciences_to_Bedside_Experience_at_a_Tertiary_Care_Teaching_Hospital"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="34588300" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34588300/Retention_of_Basic_Sciences_Knowledge_at_Clinical_Years_of_Medical_Curriculum_Student_CMJ_Student_CMJ">Retention of Basic Sciences Knowledge at Clinical Years of Medical Curriculum Student CMJ Student CMJ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="68352030" href="https://independent.academia.edu/SIUSANTOHadi">SIUSANTO Hadi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Aim To explore the association between the knowledge of basic (physiology and biochemistry) and clinical sciences (internal medicine) among medical students, and determine the level of retained basic science knowledge at the fifth year of medical studies. Methods Medical students attending the second (n = 145, response rate 60%) or the fifth year (n = 176, response rate 73%) of medical studies at the Zagreb University School of Medicine in Croatia were given an anonymous knowledge test with 15 pairs of questions developed specifically for this purpose. Each pair consisted of a basic and clinical question, with the correct answer to the basic question explaining the physiological or biochemical background of the clinical question. Three pairs of questions were excluded from the analysis due to poor psycho-metric characteristics. Results We found statistically significant correlation between basic and clinical tests scores for both groups of students (r = 0.47, P<0.001 for the second year and r = 0.45, P<0.001 for the fifth year). 2 × 2 within-between measures ANOVA revealed a significant interaction effect for knowledge test and study year (Wilks λ = 0.55, F 1, 319 = 262.7, P<0.001; effect size = 0.45), showing that fifth year students scored lower on the basic test than second year students but obtained higher scores on the clinical test. Conclusion Core basic science knowledge is lost during the clinical years of medical studies. Although remembering and understanding basic science concepts as a background of clinical statements at the clinical years does not directly affect clinical knowledge, there is a positive correlation between retained basic science concepts and clinical knowledge.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Retention of Basic Sciences Knowledge at Clinical Years of Medical Curriculum Student CMJ Student CMJ","attachmentId":54454093,"attachmentType":"pdf","work_url":"https://www.academia.edu/34588300/Retention_of_Basic_Sciences_Knowledge_at_Clinical_Years_of_Medical_Curriculum_Student_CMJ_Student_CMJ","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34588300/Retention_of_Basic_Sciences_Knowledge_at_Clinical_Years_of_Medical_Curriculum_Student_CMJ_Student_CMJ"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="24602396" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24602396/Teaching_and_learning_in_the_clinical_setting_a_qualitative_study_of_the_perceptions_of_students_and_teachers">Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47327020" href="https://leeds.academia.edu/PatsyStark">Patsy Stark</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Medical Education, 2003</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers","attachmentId":44932160,"attachmentType":"pdf","work_url":"https://www.academia.edu/24602396/Teaching_and_learning_in_the_clinical_setting_a_qualitative_study_of_the_perceptions_of_students_and_teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/24602396/Teaching_and_learning_in_the_clinical_setting_a_qualitative_study_of_the_perceptions_of_students_and_teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="39429875" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39429875/Clinical_Human_Anatomy_the_Mother_of_Surgical_and_the_Companion_of_Medical_Sciences_Analyzing_the_current_teaching_methodology">Clinical (Human) Anatomy, the Mother of Surgical & the Companion of Medical Sciences: Analyzing the current teaching methodology</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2594470" href="https://independent.academia.edu/iosrjournals">IOSR Journals</a></div><p class="ds-related-work--metadata ds2-5-body-xs">IOSR Journals 2019, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Clinical (Human) Anatomy, the Mother of Surgical \u0026 the Companion of Medical Sciences: Analyzing the current teaching methodology","attachmentId":59893440,"attachmentType":"pdf","work_url":"https://www.academia.edu/39429875/Clinical_Human_Anatomy_the_Mother_of_Surgical_and_the_Companion_of_Medical_Sciences_Analyzing_the_current_teaching_methodology","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39429875/Clinical_Human_Anatomy_the_Mother_of_Surgical_and_the_Companion_of_Medical_Sciences_Analyzing_the_current_teaching_methodology"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="93682750" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/93682750/Why_do_medical_students_forget_anatomy_later_on_A_qualitative_study">Why do medical students forget anatomy later on? A qualitative study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="46878281" href="https://independent.academia.edu/khadijaiqbal2">khadija iqbal</a></div><p class="ds-related-work--metadata ds2-5-body-xs">JPMA. The Journal of the Pakistan Medical Association, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">OBJECTIVE To explore medical students&#39; perceptions of the factors contributing to retention of anatomy and its relevance to their clinical practice. METHODS The qualitative study was conducted at Al Nafees Medical College, Islamabad, Pakistan, in February 2017, and comprised final year students who appeared in a test of anatomy based on multiple choice questions. Six high achievers and six low achievers of the test were selected for in-depth one-on-one semi-structured interviews. All interviews were audio recorded, transcribed and analysed using NVivo software version 11.The reasons why medical students forget anatomy later on were found by thematic analysis. RESULTS Of the final year batch of 100 students, 64 students volunteered to take the test. A total of 8 themes were identified. Some factors were uniformly distributed among the high and low achievers, but teaching with clinical context, use of learning strategies, teaching core anatomy concepts, and reinforcement was demon...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Why do medical students forget anatomy later on? 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data-author-id="22043597" href="https://independent.academia.edu/AvanianbanChakkarapani">Avanianban Chakkarapani</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Scientific & Technology Research, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Of Long-Term Retention Of Human Anatomy Knowledge And Skills Among Modern-Day Health Science Students","attachmentId":85966495,"attachmentType":"pdf","work_url":"https://www.academia.edu/79151790/Assessment_Of_Long_Term_Retention_Of_Human_Anatomy_Knowledge_And_Skills_Among_Modern_Day_Health_Science_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline 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ds2-5-body-xs">Health Policy and Education, 1983</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developments in medical education: Issues and responses","attachmentId":72769128,"attachmentType":"pdf","work_url":"https://www.academia.edu/58279283/Developments_in_medical_education_Issues_and_responses","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/58279283/Developments_in_medical_education_Issues_and_responses"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" 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