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Thereafter, we began to learn basic science during the years working for our master- and PhD-thesis.
During the first 2 years, students learn basic science knowledge, clinical science knowledge and skills in a problem-based learning environment.
The PBL scenarios used at this level are designed to help students learn basic science concepts whiles clinical concepts are reinforced by weekly sessions at the clinical skills laboratory.
It demonstrated that students could learn basic science in the context of clinical medicine and humanistic care while maintaining sufficient content mastery to pass the national licensing examination with no decrement in basic science knowledge [ 8].
The impact of context is of particular interest in medical education, since students commonly learn basic science knowledge in the medical school and apply it in the clinical workplace [ 1, 2].
Providing a paper-patient case as a context to learn basic science knowledge (as is for example done in problem-based learning [ 10, 11]), appeals to the mechanisms through which the cognitive dimension of context should improve learning and retrieval: activation of prior knowledge, storage of retrieval cues and elaboration (storage of retrieval pathways).
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The students' motivation to learn basic sciences in health science curricula is poorly understood.
Although research on students' motivation to learn science has increased during the last two decades, little attention has focused on motivation to learn basic sciences that are considered essential requirements in health science curricula [ 26, 30- 32].
This factor is especially important in learning basic sciences such as gross anatomy, histology and physiology in health science curricula.
The PBL cohorts were much more positive in their responses to how well the program had developed their attitudes to skill development, whilst asking for a greater emphasis on learning basic sciences.
Students learn basic Bangla, English, social science and maths, as well as life skills on topics such as interpersonal relationships, critical thinking, decision making, negotiation, job seeking and self employment.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com