How do medical students in their clinical years perceive basic sciences courses at King Saud University?

<b>Background and Objectives :</b> The inclusion of detailed basic science courses in medical school curricula has been a concern of students. The main objective of this study was to explore the attitudes of medical students towards basic sciences courses taught to them in the preclinical years and the applicability of these courses to current clinical practice. <b>Design and Setting :</b> A cross-sectional survey was conducted during 2008-2009 among medical students in their clinical years at King Saud University, Riyadh, Saudi Arabia. <b>Methods</b> : Thirty percent of all students (n=314) were randomly selected to receive a questionnaire designed to evaluate their opinions about course load, ability to recall information, value of practical sessions, availability of references and course guidelines, and the applicability of individual courses to clinical practice. <b>Results</b> : Students identified anatomy and pathology as the courses most overloaded with content (76&#x0025; and 70&#x0025;, respectively). Half of the students felt they retained the most knowledge of physiology (50&#x0025;), while less than a quarter of students (19&#x0025;) felt they retained the most information from biochemistry coursework. The role of practical sessions in facilitating theoretical understanding was more evident in anatomy (69&#x0025;). Physiology was perceived as the subject with the highest applicability to clinical practice (66&#x0025;), while pathology (29&#x0025;) was identified as the subject with the least practical application. Students became increasingly negative in their opinions about basic science courses as they progressed through their medical education. <b>Conclusion</b> : Current attitudes of medical students towards their basic science courses indicate a need to reform the curricula so as to maximize the benefit of these courses

A Strategy for Improving Health Disparities Education in Medicine

A health disparities curriculum that uses evidence-based knowledge rooted in pedagogic theory is needed to educate health care providers to meet the needs of an increasingly diverse U.S. population

Basic Science Right, Not Basic Science Lite: Medical Education at a Crossroad

This perspective is a counterpoint to Dr. Brass’ article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass’ perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice