Start Submission Become a Reviewer

Reading: Knowledge decay in undergraduate education in paediatrics

Download

A- A+
Alt. Display

Original Articles

Knowledge decay in undergraduate education in paediatrics

Authors:

Mahalingam Soundarya ,

Kasturba Medical College, Mangalore, Manipal University, India, IN
About Mahalingam

Associate Professor, Department of Paediatrics, Kasturba Medical College, Mangalore, Manipal University, India

X close

Kulkarni Vaman,

Kasturba Medical College, Mangalore, Manipal University, India, IN
About Kulkarni
Associate Professor, Department of Community Medicine,Kasturba Medical College, Mangalore, Manipal University, India
X close

Achappa Basavaprabhu

Kasturba Medical College, Mangalore, Manipal University, India, IN
About Achappa
Associate Professor, Department of Medicine, Kasturba Medical College, Mangalore, Manipal University, India
X close

Abstract

Background: Knowledge decay, or poor retention, is a problem experienced among the undergraduate students and even by their teaching faculty. During the undergraduate course in paediatrics, this knowledge decay is seen between the first (4th semester) and second (8th semester) clinical posting with wasting of time and faculty resources in reinforcement of this acquired knowledge again. 

Objectives: To identify the extent and reasons for the knowledge decay in undergraduate medical education in paediatrics.

Method: Mixed method comparative study was conducted among 8th semester students posted in Department of Paediatrics. The end of posting multiple choice questions (MCQ) test in 4th semester was re-administered as a pre-test in 8th semester along with open ended questions for their reasons. The marks obtained in both tests were compared and analysed using the paired t-test.

Results: The marks of 225 students were compared between the 2 posting sessions. Decay of acquired knowledge was found to be statistically significant among all sections of paediatrics, with the most decay being in the knowledge of anthropometry and least decay in infectious diseases and haematology. The long gap between the two postings, lack of theory knowledge and paediatrics not being an examination subject in the second year, were the reasons given for the decay.

Conclusions: Significant loss of acquired knowledge was found in paediatrics between 4th and 8th semester clinical postings after initial good acquisition. The lack of reinforcement in the intervening years was the main reason for knowledge decay from the students’ perspective.
How to Cite: Soundarya, M., Vaman, K. and Basavaprabhu, A., 2019. Knowledge decay in undergraduate education in paediatrics. Sri Lanka Journal of Child Health, 48(1), pp.65–70. DOI: http://doi.org/10.4038/sljch.v48i1.8655
Published on 05 Mar 2019.
Peer Reviewed

Downloads

  • PDF (EN)

    comments powered by Disqus