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Evaluation of physiology knowledge loss in medical students of Ahvaz Jundishapur University of Medical Sciences

Authors Zaeemzadeh N, Taherpour S, Behzadian N, Mard SA

Received 29 September 2018

Accepted for publication 11 February 2019

Published 29 March 2019 Volume 2019:10 Pages 157—162

DOI https://doi.org/10.2147/AMEP.S189029

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Robert Robinson

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Narjes Zaeemzadeh,1 Sanaz Taherpour,2 Noor Behzadian,2 Seyyed Ali Mard2

1Deparment of Phamacology, The School of Pharmacy, Medical Educational and Development Center (EDC), Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran; 2Physiology Research Center (PRC), Department of Physiology, School of Medicine, Medical Educational and Development Center (EDC), Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

Purpose: The knowledge loss or longevity of taught lessons is a major concern in medical students and all medical practitioners. This study evaluated the physiology knowledge loss in medical students in Ahvaz Jundishapur University of Medical Sciences in Iran.
Methods: A total of 265 volunteers from medical students who had previously passed the “general exam of medical basic sciences” at the end of fifth semester took a retention test (RT) to evaluate their knowledge loss of physiology. The candidates were divided into ten groups depending on the semester (S) they were passing at the time of study: 41 students in preclinical levels (S6 and S7), 123 students in externship levels (S8, S9, S10, S11 and S12), and 101 students in internship levels (S13, S14 and S15). The RT consisted of 20 multiple choice questions from all topics of medical physiology, including central nervous system, endocrine, gastrointestinal, cardiovascular, respiratory, renal, blood, and cellular.
Results: Findings showed that there was a decreasing trend of knowledge loss from S6 to S15. The lowest level of knowledge loss was observed in S15 students. These results also demonstrated that knowledge loss in male medical students was more than that in female students.
Conclusion: These findings indicated that the physiology knowledge loss trend is inversely correlated with the time passing. We conclude that the reason is that physiology is a basic science which is most applicable during medical students’ clinical years.

Keywords: Ahvaz, Iran, medical students, physiology, knowledge loss, retention test, female student

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