Long-term knowledge retention in medical genetic disciplines: relationship with teaching format and learning styles

Aim. To study the long-term knowledge retention in medical genetic disciplines and its reference to teaching format and learning styles.

Material and methods. Knowledge retention was assessed in General Medicine students (n=63; men, 16%; women, 84%). The data was obtained in the 4th year full-time students and 1st year mixed (in-person and distance) students (retrospectively). Knowledge retention was assessed by analyzing academic performance tests. Learning styles were studied using the Learning Styles Questionnaire (LSQ).

Results. When comparing the knowledge retention in medical and biological disciplines studied in person (Genetics in year 1) and online (Parasitology in year 1), no significant difference was found. At the same time, after updating the genetics knowledge obtained in year 1 in the 4^th year, students showed better results in the Medical and Biological Consulting course than in "factual" reproduction of knowledge. Reflective and theoretician learning styles dominated in 4th year students.

Conclusion. It is necessary to develop professional thinking associated with the logic of professional activity and allowing one to quickly update what has been studied and supply the deficient knowledge. The assumption about the favorable influence of the theoretician and reflective learning styles needs verification in further studies.

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