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 …

Medical Education 2011: 45: 422–430 Context Despite frequent complaints that biomedical
knowledge is quickly forgotten after it has been learned, few investigations of actual long …

Background Many senior undergraduate students from the University of Saskatchewan
indicated informally that they did not remember much from their first year courses and …

Background Studies of retention of basic science information have commonly demonstrated
a knowledge decline as students progress through medical education. This study examined …

The purpose of this study was to describe the knowledge base of a group of science
teachers in terms of their knowledge of the structure, function, and development of their …

Medical Education 2010: 44: 543–549 Objective The goal of this paper is to examine how to
apply the science of learning to medical education. Science of Learning The science of …

Recent research into the very long‐term retention of knowledge originally acquired during
the process of formal education at school and university has demonstrated that such …

In this article, the contributions of cognitive psychology to research and development of
medical education are assessed. The cognitive psychology of learning consists of activation …

Background: Basic science teachers share the concern that much of what they teach is soon
forgotten. Although some evidence suggests that relatively little basic science is forgotten, it …

We describe two experiments that examine the knowledge and explanatory processes of
students in two medical schools with different modes of instruction. One school had a …