Medical Undergraduates’ Residual Knowledge of Structural, Functional and Clinical Aspects of Cell and Histology at Recall and Understanding Levels

Authors

  • Nahid Farhana Amin Assistant Professor, Department of Anatomy, Bangabandhu Sheikh Mujib Medical University (BSMMU), Dhaka
  • Manowara Akter Associate Professor, Department of Anatomy, Tairunnesa Memorial Medical College, Gazipur
  • Mohammed Humaun Kabir Support Team Member, HEQEP CP-036, Department of Anatomy, BSMMU, Dhaka
  • Khondker Manzare Shamim Professor & Chairman, Department of Anatomy, BSMMU, Dhaka

Keywords:

Medical undergraduates, residual knowledge, Cell and Histology, structural, functional, clinical, recall, understanding, levels of cognitive domain, learning

Abstract

Context: The importance of the knowledge of Cell and Histology in grasping the paraclinical and clinical sciences by medical undergraduates is understandable. The rapidly changing scenario of the concepts of teaching-learning and assessment demands assessing the status of undergraduates residual knowledge from the viewpoint of teachers, curriculum planners and educational researchers.

Materials and methods: Answering text-based (60%) and illustration-based (40%) single-sentence True/ False questions was attempted by 373 undergraduates who had completed the Cell and Histology portion of their course 3 to 6 months earlier in two government and two private medical colleges of Bangladesh. There were structurally-oriented (46.67%), functionally-oriented (43.33%) and clinically-oriented (10%) questions addressing mainly recall (58%) and understanding (40.67%) levels of cognitive domain. Comparisons were made among the numbers of correct answers to different types of question using ANOVA Post Hoc and t test, as applicable.

Results: The mean frequency of correct response was 54.25%. Significantly more (p= 0.00) correct responses were recorded for the clinically-oriented (62.47%) and functionally-oriented (54.46%) questions than for the structurally-oriented (52.62%) questions. There were significantly (p= 0.00) fewer correct responses for the understanding-level questions (51.13%) than for the recall-level questions (56.65%).

Conclusion: These results suggest that the residual knowledge of Cell and Histology in the undergraduates, though not very rich, may be governed both by a sense of relevance and by memorisation. Further study with a larger sample can add to these results to dictate curriculum modification and implementation, regarding teaching and assessment, in making learning more relevant and less memorisation-dependent.

DOI: http://dx.doi.org/10.3329/bja.v11i1.20507

Bangladesh Journal of Anatomy, January 2013, Vol. 11 No. 1 pp 34-43

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Published

2014-09-21

How to Cite

Medical Undergraduates’ Residual Knowledge of Structural, Functional and Clinical Aspects of Cell and Histology at Recall and Understanding Levels. (2014). Bangladesh Journal of Anatomy, 11(1), 34-43. https://doi.org/10.3329/bja.v11i1.20507

Issue

Vol. 11 No. 1 (2013)

Section

Articles

How to Cite

Medical Undergraduates’ Residual Knowledge of Structural, Functional and Clinical Aspects of Cell and Histology at Recall and Understanding Levels. (2014). Bangladesh Journal of Anatomy, 11(1), 34-43. https://doi.org/10.3329/bja.v11i1.20507