Impact of Students’ Class Attendance on Recalling Previously Acquired Information

Camellia Hemyari; Kamiar Zomorodian; Ali  Sahraian; Zahra Mardani; Bahador Sarkari; Nastaran Ahmadi

doi:10.22037/jme.v16i4.17247

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v16i4.17247

Impact of Students’ Class Attendance on Recalling Previously Acquired Information

Author(s):

Camellia Hemyari¹,

Kamiar Zomorodian²,

Ali Sahraian³,

Zahra Mardani⁴,

Bahador Sarkari⁵,

Nastaran Ahmadi^6,*

1PhD candidate of Clinical Psychology, Department of Psychiatry, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran

2Professor of Medical Mycology, Basic Research in Infectious Diseases Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

3Professor of Psychiatry, Research Centre for Psychiatry and Behavioral Sciences, Shiraz University of Medical Sciences, Shiraz, Iran

4Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran

5Professor of Immunoparasitology, Basic Research in Infectious Diseases Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

6PhD candidate of Clinical Psychology, Yazd Cardiovascular Research Center, Afshar Hospital, Jomhouri Boulevard, Yazd, Iran

Journal of Medical Education for Future Demands:Vol. 16, issue 4; e105593

Published online:Mar 28, 2018

Article type:Research Article

Received:May 30, 2017

Accepted:Nov 26, 2017

How to Cite:Camellia HemyariKamiar ZomorodianAli SahraianZahra MardaniBahador SarkariNastaran Ahmadiet al.Impact of Students’ Class Attendance on Recalling Previously Acquired Information.J Med Edu.16(4):e105593.https://doi.org/10.22037/jme.v16i4.17247.

Abstract

Background: In recent years, availability of class material including typed lectures, the professor’s Power Point slides, sound recordings, and even videos made a group of students feel that it is unnecessary to attend the classes. These students usually read and memorize typed lectures within two or three days prior to the exams and usually pass the tests even with low attendance rate. Thus, the question is how effective is this learning system and how long the one-night memorized lessons may last.Methods: A group of medical students (62 out of 106 students), with their class attendance and educational achievements in the Medical Mycology and Parasitology course being recorded since two years ago, was selected and their knowledge about this course was tested by multiple choice questions (MCQ) designed based on the previous lectures.Results: Although the mean re-exam score of the students at the end of the externship was lower than the corresponding final score, a significant association was found between the scores of the students in these two exams (r=0.48, P=0.01). Moreover, a significant negative association was predicted between the number of absences and re-exam scores (r=-0.26, P=0.037).Conclusion: As our findings show, the phenomenon of recalling the acquired lessons is preserved for a long period of time and it is associated with the students’ attendance. Many factors including generation effect (by taking notes) and cued-recall (via slide picture) might play a significant role in the better recalling of the learned information in students with good class attendance.

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Author(s):

Camellia Hemyari:[PubMed][Scholar]
Kamiar Zomorodian:[PubMed][Scholar]
Ali Sahraian:[PubMed][Scholar]
Zahra Mardani:[PubMed][Scholar]
Bahador Sarkari:[PubMed][Scholar]
Nastaran Ahmadi:[PubMed][Scholar]