Improved knowledge gain and retention for third-year medical students during surgical journal club using basic science review: A pilot study

Abstract Background As they enter the clinical years, medical students face large adjustments in the acquisition of medical knowledge. We hypothesized that basic science review related to the topic of journal club papers would increase the educational benefit for third-year medical students. Methods...

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Bibliographic Details
Published in:The American journal of surgery 2017-02, Vol.213 (2), p.238-243
Main Authors: Williams, Austin D., MD MSEd, Mann, Barry D., MD FACS
Format: Article
Language:English
Subjects:
Cancer
Clerkship
Clinical Clerkship
Core curriculum
Cost analysis
Demographics
Diabetes
Education
Education, Medical, Undergraduate
Educational Measurement
Evidence-Based Medicine
Gastrointestinal surgery
General Surgery - education
Histopathology
Humans
Journal club
Knowledge
Learning
Medical education
Medical schools
Medical student
Participation
Pathology
Periodicals as Topic
Physicians
Pilot Projects
Problem based learning
Random Allocation
Science
Students
Students, Medical
Surgery
Thyroid gland
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Summary:Abstract Background As they enter the clinical years, medical students face large adjustments in the acquisition of medical knowledge. We hypothesized that basic science review related to the topic of journal club papers would increase the educational benefit for third-year medical students. Methods Students were randomized either to participation in a review session about basic science related to the journal club paper, or to no review. After one day, and after three months, students were given a 10-question quiz encompassing the basic science and the clinical implications of the paper. Results Twenty-six of 50 students were randomized to basic science review. These students scored better on both sections of the quiz one day after journal club, but only on basic science questions after three months. Conclusions Students who participated in basic science review had better knowledge gain and retention. Educational activities building upon foundational knowledge improves learning on clinical rotations.
ISSN:0002-9610
1879-1883
DOI:10.1016/j.amjsurg.2016.09.055