Mateen Farrah J, D'Eon Marcel F
College of Medicine, University of Saskatchewan, Canada.
Med Teach. 2008 Jun;30(5):537-9. doi: 10.1080/01421590802064880.
Most of the literature on neuroanatomy education has focused on its instructional method. Little is known about the retention of acquired knowledge in the basic neurosciences upon graduation from medical school.
Twenty-four graduating medical students at the University of Saskatchewan, Canada answered 20 multiple-choice questions from the original first year neuroanatomy midterm examination, 33 months after the original exam date. The course involved 58 instructional hours in the dissecting lab and classroom during the first year of medical school.
Relative knowledge loss in this cohort was 60%, and the mean multiple-choice exam score dropped from 82% to 33%. Two students received passing grades on the retest (50% and 55%) and the rest failed.
Most graduating medical students were unable to pass a first year exam in the basic neurosciences. Lack of knowledge reinforcement and poor applicability to the clinical setting may be to blame, and suggests that teaching foundational concepts, useful for general practice, are more worthwhile.
大多数关于神经解剖学教育的文献都集中在其教学方法上。对于医学院毕业后基础神经科学领域所学知识的留存情况，人们了解甚少。
加拿大萨斯喀彻温大学的24名即将毕业的医学生，在原一年级神经解剖学期中考试日期33个月后，回答了来自原考试的20道多项选择题。该课程在医学院一年级期间包括58小时的解剖实验室和课堂教学。
该队列中的相对知识损失为60%，多项选择题考试的平均成绩从82%降至33%。两名学生在重考中及格（分别为50%和55%），其余学生不及格。
大多数即将毕业的医学生无法通过基础神经科学的一年级考试。缺乏知识强化以及对临床环境的适用性差可能是原因所在，这表明教授对一般临床实践有用的基础概念更有价值。
