Rodriguez Rodolfo, Campos-Sepulveda Efrain, Vidrio Horacio, Contreras Eusebio, Valenzuela Fermin
Department of Pharmacology, Faculty of Medicine, National University of Mexico, D.F.
Acad Med. 2002 Jun;77(6):574-7. doi: 10.1097/00001888-200206000-00018.
To explore the degree of retention of pharmacologic knowledge of third-year medical students taught in a new pharmacology teaching program.
In 1997, the authors administered a retention test consisting of 100 multiple-choice questions, each with only one correct answer, to 457 third-year medical students at the National University of Mexico. Students were not told in advance about this diagnostic evaluation, which was given eight months after they completed the second-year pharmacology course. As a comparison, the authors also analyzed the results obtained by the same students in the three partial examinations taken during the second-year pharmacology course. The Kolmogorov-Smirnov procedure and Wilcoxon and chi-square tests were used to analyze data.
The distribution of scores obtained in the partial exams well approximated a symmetrical bell-shaped curve, and the mean score was 59.9%. In contrast, in the retention test the distribution was negatively skewed, the mean score (69.8%) was significantly higher (p <.001), and the curve was clearly displaced to the right of that corresponding to the partial exams. The percentage of students obtaining at least a passing score (60%) was considerably higher for the retention test (82.5 versus 51.9).
These findings, indicating that medical students taught in a new pharmacology program developed adequate basic pharmacologic knowledge, should encourage other medical schools to formally evaluate their teaching programs and continue efforts to improve pharmacologic education of medical students.
探讨在新的药理学教学计划中授课的三年级医学生药理学知识的保留程度。
1997年，作者对墨西哥国立大学的457名三年级医学生进行了一次包含100道多项选择题的保留测试，每题只有一个正确答案。学生们事先未被告知此次诊断评估，该测试在他们完成二年级药理学课程八个月后进行。作为对照，作者还分析了这些学生在二年级药理学课程期间进行的三次部分考试中取得的成绩。使用柯尔莫哥洛夫-斯米尔诺夫检验、威尔科克森检验和卡方检验来分析数据。
部分考试成绩的分布非常接近对称的钟形曲线，平均成绩为59.9%。相比之下，在保留测试中，成绩分布呈负偏态，平均成绩（69.8%）显著更高（p <.001），并且曲线明显向右偏移，超过了部分考试对应的曲线。在保留测试中获得至少及格分数（60%）的学生百分比（82.5%对51.9%）要高得多。
这些结果表明，在新的药理学教学计划中授课的医学生掌握了足够的基础药理学知识，这应该促使其他医学院校正式评估其教学计划，并继续努力改善医学生的药理学教育。
