Volume 35, Issue 8 (November 2024)
Studies in Medical Sciences 2024, 35(8): 675-678 |
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Mahdavifard H. LEARNING ELEMENTS, MEMORY AND MEDICAL EDUCATION. Studies in Medical Sciences 2024; 35 (8) :675-678
URL: http://umj.umsu.ac.ir/article-1-6367-en.html
URL: http://umj.umsu.ac.ir/article-1-6367-en.html
Ph.D., Medical Education, Neyshabur University of Medical Sciences, Neyshabur, Iran (Corresponding Author) , mahdavifh1@mums.ac.ir
Abstract: (160 Views)
Dear Editor,
Learning represents "the ability to use past experiences in service of the present" (1). This concise definition emphasizes the integrated relationship between memory and learning - two processes that form the foundation of all aspects of human behavior and cognition. Memory, as a repository of past experiences, is not merely a passive storage but an active enabler of adaptive learning and problem-solving. Together, these processes underpin human interaction, creativity, and success (2).
Learning comprises three main stages: acquisition, consolidation, and recall (3). Acquisition is the moment of initial learning. Consolidation, which requires gene expression and protein synthesis, leads to the formation of long-term memory. During this process, information is held in short-term memory. Recall is the stage of information retrieval, accompanied by reactivation of relevant synapses (4). These stages are interconnected; reconsolidation is essential for memory enrichment, and active retrieval can strengthen this process (5,6).
Functionally, there are three main types of memory: working memory, sensory memory, and long-term memory (7,8). Working memory refers to the ability to consciously maintain and manipulate information. Sensory memory retains incoming information for a very brief period, and long-term memory is the permanent repository of life experiences. Information retrieval from long-term memory depends on factors such as meaningfulness, repetition, and the strength of sensory cues (9,10).
One of the most important elements of learning in medical sciences is the formation of schemas (11). Schemas are complex networks that organize knowledge and allow the brain to connect new information with existing knowledge (12,13). This process, known as the "schema effect," demonstrates the importance of prior knowledge in learning.
In contemporary medical education, innovative methods such as Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) have replaced traditional methods. PBL enhances students' motivation by strengthening cognitive skills and encouraging deep learning (14). SBL provides a safe environment for practicing skills, enabling the development of clinical competencies without risk to patients (15,16).
Effective learning strategies rooted in understanding cognitive neural pathways have the potential to revolutionize education. By moving away from rote memorization strategies toward strategies that prioritize long-term recall and critical thinking, educators can empower students to achieve academic success and develop lifelong learning skills. Today, lifelong learning is recognized by educators, governing bodies, accreditation organizations, and the general public as one of the most important competencies that learners should possess. Promoting lifelong learning as an ongoing, collaborative, active, broad, positive, satisfying, and applicable challenge in the medical profession and all aspects of individual life has emerged as a major global educational challenge.
Generally, teaching-learning processes must be continuously reviewed to keep students interested and engaged in the classroom. In recent years, the volume of information available to students has increased, and transforming classrooms into places of active student participation has become a challenge for the teaching process. As the field of medical education continues to evolve, educators must utilize insights from neuroscience and cognitive sciences to optimize the learning experience. By understanding and applying these principles, they can empower students to transition from passive learners to active, adaptive thinkers with the ability for lifelong learning and professional excellence.
Learning represents "the ability to use past experiences in service of the present" (1). This concise definition emphasizes the integrated relationship between memory and learning - two processes that form the foundation of all aspects of human behavior and cognition. Memory, as a repository of past experiences, is not merely a passive storage but an active enabler of adaptive learning and problem-solving. Together, these processes underpin human interaction, creativity, and success (2).
Learning comprises three main stages: acquisition, consolidation, and recall (3). Acquisition is the moment of initial learning. Consolidation, which requires gene expression and protein synthesis, leads to the formation of long-term memory. During this process, information is held in short-term memory. Recall is the stage of information retrieval, accompanied by reactivation of relevant synapses (4). These stages are interconnected; reconsolidation is essential for memory enrichment, and active retrieval can strengthen this process (5,6).
Functionally, there are three main types of memory: working memory, sensory memory, and long-term memory (7,8). Working memory refers to the ability to consciously maintain and manipulate information. Sensory memory retains incoming information for a very brief period, and long-term memory is the permanent repository of life experiences. Information retrieval from long-term memory depends on factors such as meaningfulness, repetition, and the strength of sensory cues (9,10).
One of the most important elements of learning in medical sciences is the formation of schemas (11). Schemas are complex networks that organize knowledge and allow the brain to connect new information with existing knowledge (12,13). This process, known as the "schema effect," demonstrates the importance of prior knowledge in learning.
In contemporary medical education, innovative methods such as Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) have replaced traditional methods. PBL enhances students' motivation by strengthening cognitive skills and encouraging deep learning (14). SBL provides a safe environment for practicing skills, enabling the development of clinical competencies without risk to patients (15,16).
Effective learning strategies rooted in understanding cognitive neural pathways have the potential to revolutionize education. By moving away from rote memorization strategies toward strategies that prioritize long-term recall and critical thinking, educators can empower students to achieve academic success and develop lifelong learning skills. Today, lifelong learning is recognized by educators, governing bodies, accreditation organizations, and the general public as one of the most important competencies that learners should possess. Promoting lifelong learning as an ongoing, collaborative, active, broad, positive, satisfying, and applicable challenge in the medical profession and all aspects of individual life has emerged as a major global educational challenge.
Generally, teaching-learning processes must be continuously reviewed to keep students interested and engaged in the classroom. In recent years, the volume of information available to students has increased, and transforming classrooms into places of active student participation has become a challenge for the teaching process. As the field of medical education continues to evolve, educators must utilize insights from neuroscience and cognitive sciences to optimize the learning experience. By understanding and applying these principles, they can empower students to transition from passive learners to active, adaptive thinkers with the ability for lifelong learning and professional excellence.
Type of Study: Letter to editor |
Subject:
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References
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