JMIR Publications

ABSTRACT

Background:

Background:

Biochemistry is a cornerstone of medical education. Its knowledge is integral to the understanding of complex biological processes and how they are applied in several areas in healthcare. Also, its significance is reflected in the way it informs the practice of medicine, which can guide and help in both diagnosis and treatment. However, the retention of biochemistry knowledge over time remains a dilemma. Long-term retention of such crucial information is extremely important, as it forms the foundation upon which clinical skills are developed and refined. The effectiveness of biochemistry education, and consequently its long-term retention, is influenced by several factors. Educational methods play a critical role; interactive and integrative teaching approaches have been suggested to enhance retention compared to traditional didactic methods. Additionally, the frequency and context in which biochemistry knowledge is applied in clinical settings can significantly impact its retention. Practical application reinforces theoretical understanding, making the knowledge more accessible in the long term.

Objective:

Given this backdrop, this study seeks to explore the dynamics of long-term retention of biochemistry among medical students. Specifically, it aims to assess the relationship between the duration of non-use of biochemistry knowledge and its retention. Moreover, this study looks for an association between self-perceived familiarity and actual retention levels. This investigation will be conducted at King Saud bin Abdulaziz University for Health Sciences (KSAUHS) in Riyadh, Saudi Arabia, offering insights into how biochemistry is retained over time and the factors that might influence this retention.

Methods:

Materials &

Methods:

A cross-sectional correlational survey involving 240 students from KSAUHS was conducted. Participants were recruited via non-probability convenience sampling. A validated biochemistry assessment tool with 20 questions was used to gauge students' retention in biomolecules, catalysis, bioenergetics, and metabolism. Statistical analyses tests such as Mann-Whitney U test, Kruskal-Wallis test, and Chi-square tests were employed.

Results:

Results:

Findings revealed significant correlation between students' self-perceived familiarity with biochemistry content and their ability to provide correct answers. Notably, demographic factors, such as GPA, academic performance in biochemistry, and academic year, exhibited associations with retention levels. The study emphasised the significance of metacognition and self-assessment in evaluating knowledge retention among students.

Conclusions:

Conclusion: This study highlights the significance of self-assessment techniques in evaluating the retention of biochemistry knowledge. Although limited in terms of generalisability and inherent biases, the research highlights the crucial significance of subjective perception in actual retention. These results might be used by educators to customise instructional methods, encouraging self-assessment in order to improve students' long-term retention of biochemistry information and boost their clinical performance.