Department of Teacher Education, Center for Learning Research, Faculty of Education, University of Turku, Turku, Finland.
Anat Sci Educ. 2013 Nov-Dec;6(6):361-7. doi: 10.1002/ase.1352. Epub 2013 Mar 18.
Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and histopathology among students predicts early learning of diagnostic pathology. Participants (N=118, representing 91% of the full student cohort) were medical students at the University of Turku, Finland. Data were collected during two preclinical courses that students attended in their first and second years of medical school. The measurements included tests on biomedical and clinical knowledge and a performance test in diagnostic pathology. Second-year performance on the diagnostic pathology examinations was predicted by the students' prior knowledge of histology, but not by the students' prior knowledge of histopathology. Although earlier research has demonstrated similar results in studies with shorter longitudinal designs, the present study demonstrates that the effect remains even if there is a considerably long time delay (a year) between the measurements, thus confirming the long-term value of basic science studies in the preclinical phase.
多年来，基础科学在医学课程中的作用和范围受到了临床专业知识、临床教师和医学生研究的挑战，以及医学课程本身的发展和多样化的挑战。本研究旨在探讨学生对基础组织学和组织病理学的先验知识如何预测诊断病理学的早期学习。参与者（N=118，代表全体学生的 91%）是芬兰图尔库大学的医学生。数据是在学生在医学院第一年和第二年参加的两个临床前课程中收集的。测量包括生物医学和临床知识测试以及诊断病理学表现测试。诊断病理学考试的第二年表现由学生的组织学先验知识预测，但不受学生组织病理学先验知识的影响。尽管早期的研究在具有较短纵向设计的研究中已经证明了类似的结果，但本研究表明，即使在测量之间存在相当长的时间延迟（一年），这种效果仍然存在，从而证实了基础科学研究在临床前阶段的长期价值。
