- Title
- The perceived relevance, utility and retention of basic sciences in general practice
- Creator
- Alele, Faith O.; Albert, Francis A.; Malau-Aduli, Bunmi S.; Anderson, Emma; Seidu, Abdul-Aziz; Mason, Hannah; Heggarty, Paula; Hollins, Aaron; Gupta, Tarun Sen; McArthur, Lawrie; Hays, Richard B.
- Relation
- BMC Medical Education Vol. 24, no. 809 (2024)
- Publisher Link
- http://dx.doi.org/10.1186/s12909-024-05750-2
- Publisher
- BioMed Central
- Resource Type
- journal article
- Date
- 2024
- Description
- Background: Basic sciences are crucial for clinical medicine, yet studies focusing on their perceived utility among general practitioners (GPs) are sparse. Considering the broad scope of GPs’ practice, an in-depth understanding of basic sciences is fundamental for making informed clinical decisions. This study evaluated GP registrars’ retention and perceptions of the utility of basic sciences in clinical practice. Methods: Using sequential explanatory mixed methods study design, knowledge retention was assessed by a multiple-choice question (MCQ) examination followed by interviews on the perception of the relevance and utility of basic sciences among GP registrars at James Cook University's (JCU) General Practice Training (GPT) program. Descriptive and inferential statistical analyses were conducted on the MCQ exam data, while thematic analysis was employed for the qualitative interview data. Results: Sixty-one GP registrars participated in the MCQ exam, while 11 of them were involved in the interviews. The highest mean score was obtained in biochemistry (75.1 ± 2.23) while the lowest mean score was in anatomy (56.07 ± 3.16). Key performance predictors included the formative clinical examination scores (β = 0.83, 95% CI: 0.45 to 1.2, p < 0.001) and gender (β = -9.7, 95% CI: -17 to -2.3, p = 0.011). The qualitative data analysis revealed five themes, including the backbone of clinical medicine, varying utility over time and by specialty, clinical synthesis integrates encapsulated knowledge, professional pressures hinder revisitation of knowledge and knowledge renewal enhances updates. Conclusion: Basic sciences were considered relevant in clinical practice. Development of continuing professional development (CPDs) sessions and clinically relevant online resources were measures proposed to enhance the retention of knowledge. Future research could focus on innovative educational strategies for GPs.
- Subject
- medical education; basic sciences; knowledge retention; relevance; postgraduate medical trainees; general practitioners; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1518342
- Identifier
- uon:57274
- Identifier
- ISSN:1472-6920
- Rights
- x
- Language
- eng
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