University Medical Center Utrecht, School of Medical Sciences, Center of Research and Development of Education, HB Room 4.02, P.O. Box 85500, 3508 GA, Utrecht, The Netherlands.
Universiteitsweg 98, 3584 GC, Utrecht, The Netherlands.
Adv Health Sci Educ Theory Pract. 2010 Mar;15(1):109-128. doi: 10.1007/s10459-008-9101-y. Epub 2008 Feb 15.
In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently, first the results of retention studies in general education are presented, followed by those of studies of basic science knowledge in medical education. The results of the review, in the general educational domain as well as in medical education, suggest that approximately two-third to three-fourth of knowledge will be retained after one year, with a further decrease to slightly below fifty percent in the next year. Finally, some recommendations are made for instructional strategies in curricula to improve long term retention of the subject matter dealt with.
本文回顾了基础科学知识的长期保持情况。首先，文中认为，医学教育中一直存在对该知识的长期保留问题。接下来，描述了文献中用于一般知识长期保留的三种研究类型。随后，首先呈现了一般教育领域的保留研究结果，然后是医学教育领域的基础科学知识研究结果。回顾的结果表明，无论是在一般教育领域还是在医学教育领域，大约有三分之二到四分之三的知识会在一年后保留下来，而下一年的保留率则进一步下降到略低于百分之五十。最后，针对课程中的教学策略提出了一些建议，以提高所涉及主题的长期保留率。
