[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-274873-105":53,"doc-detail-274873-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","medical-education-an-unforgettable-experience-letter","Medical education: an unforgettable experience? - Letter","","Letter to the editor analyzing a study on physiology knowledge loss in medical students, focusing on how knowledge decline correlates inversely with time. The authors highlight potential selection bias due to optional enrollment and question the use of mean cohort scores, propose a cohort-based enrollment approach, and argue that mean score comparisons to prior results are more appropriate. They also challenge whether 20 SBA items adequately represent basic preclinical knowledge and note course structure may influence loss, citing experiences at Imperial College School of Medicine.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":41,"@type":70,"position":76},"https://docshare.wps.com/template/letters/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/medical-education-an-unforgettable-experience-letter/274873/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/medical-education-an-unforgettable-experience-letter/274873.png","ImageObject",442,249,{"name":88,"@type":89},"Fahsai","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What main concern do the authors raise about the study’s results?","Question",{"text":109,"@type":110},"The authors question whether selection bias from optional enrollment may confound the observed relationship between time and physiology knowledge loss.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Why do the authors suggest changing how knowledge loss is calculated?",{"text":114,"@type":110},"They argue that comparing each student’s current score to their previous physiology section score would be more appropriate than relying on mean cohort scores.",{"name":116,"@type":107,"acceptedAnswer":117},"What issues do the authors note regarding the assessment method used in the study?",{"text":118,"@type":110},"They question whether 20 single best answer questions sufficiently cover basic preclinical knowledge and note that some questions may be more clinically oriented; they also mention that very short answer questions may improve knowledge validity.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},274873,1789483653,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":40,"category_name":41,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":73,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":9},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Advances in Medical Education and Practice downloaded from [https://www.dovepress.com/](https://www.dovepress.com/)  \nFor personal use only.  \nAdvances in Medical Education and Practice Dovepress  \nopen access to scientific and medical research  \n Open Access Full Text Article LE TT ER  \nMedical education: an unforgettable experience?[Letter]  \nThis article was published in the following Dove Press journal:  \nAdvances in Medical Education and Practice  \nOmer Mohamed  Hussein Elghazaly  Mohammed Allaf   \nFaculty of Medicine, Imperial College London, London, UK  \nCorrespondence: Mohammed Allaf Faculty of Medicine, Imperial College London, South Kensington, London SW7 2AZ, London, UK [Email msa715@ic.ac.uk](Email msa715@ic.ac.uk)  \nDear editor  \nWe read with great interest the study by Zaeemzadeh et al 1 regarding the evaluation of Physiology knowledge loss in medical students. In particular, their results that the extent of physiology knowledge loss was inversely correlated with time were fascinating, as this conflicts with the known relationship between the passing of time and memory loss,2 and also conflicts with similar studies.3,4 Furthermore, their findings contradict with our own experiences at Imperial College School of Medicine that time is a major contributor to knowledge loss.  \nWe appreciate their efforts in conducting this study; however, we believe certain factors need addressing. First, we cannot exclude selection bias as a possible confounder for the results obtained, since enrolment to this study was optional. This is particularly important regarding students who are post-S12. Students younger than this stage may wish to enroll in this study as practice for the Iranian general entrance exam. However, this motivation may not be replicated in the older students, in whomother motivations may play a part in enrolment. Furthermore, whether the students were preparing for board exams, such as the United States Medical Licensing Examination (USMLE) and the Professional and Linguistic Assessments Board (PLAB) was not taken into account. We believe that students preparing for these exams would perform better on the exam study than if they were not. A cohort-based approach where all students are enrolled4 may be more appropriate.  \nSecond, considering the possible selection bias, we wonder whether the use of mean cohort scores in the calculation of knowledge loss was appropriate. Comparison of each student ’s score to their previous score on the physiology section in the general basic science examination would be more appropriate.  \nThird, we wonder whether 20 questions are sufficient to draw such conclusions, especially since this covered all aspects of physiology. With regard to the specific questions, we also believe that they may not be truly representative of “basic preclinical knowledge”; for example, the first question regarding pulse pressure is arguably more clinically-oriented. Moreover, the use of single best answer (SBA) questions is controversial. In a recent study,5 it was argued that election of the correct answer in SBA questions may be subject to cueing and therefore might not test the student’s knowledge; in Imperial College School of Medicine, it was found that valid assessment of undergraduate and postgraduate knowledge can be improved by the use of very short answer (VSA) questions in replacement of SBAs.5 Such an approach will test nascent physician ability rather than the ability to pass exams.  \n[submit your manuscript](submit your manuscript | www.dovepress.com)[ | www.dovepress.com](submit your manuscript | www.dovepress.com)[ ](submit your manuscript | www.dovepress.com)DovePress      \n[http:](http://doi.org/10.2147/AMEP.S212196)[//doi.org/10.2147/AMEP.S212196](http://doi.org/10.2147/AMEP.S212196)  \nAdvances in Medical Education and Practice 2019:10 399–400 399  \n© 2019 Mohamed et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at [http","cbCairHjYaz33uxG","https://ap.wps.com/l/cbCairHjYaz33uxG","pdf",342826,"English","# Dear editor\n## Selection bias and cohort design\n## Knowledge loss score calculation\n## Adequacy and validity of assessment items\n## Experience and recommendations\n# Disclosure\n# References","[{\"question\":\"What main concern do the authors raise about the study’s results?\",\"answer\":\"The authors question whether selection bias from optional enrollment may confound the observed relationship between time and physiology knowledge loss.\"},{\"question\":\"Why do the authors suggest changing how knowledge loss is calculated?\",\"answer\":\"They argue that comparing each student’s current score to their previous physiology section score would be more appropriate than relying on mean cohort scores.\"},{\"question\":\"What issues do the authors note regarding the assessment method used in the study?\",\"answer\":\"They question whether 20 single best answer questions sufficiently cover basic preclinical knowledge and note that some questions may be more clinically oriented; they also mention that very short answer questions may improve knowledge validity.\"}]","Medical education: an unforgettable experience? - Letter | PDF"]