Original scientific paper
Bridge or abyss? What happens to biomedical students’ knowledge between preclinical studies and clinical practice — and how to protect it Literature review and development experience
Snježana Kužir
orcid.org/0000-0001-8813-8888
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
*
Lucija Devčić
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Nikolina Škvorc
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Nikola Serdar
orcid.org/0009-0009-4290-305X
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Marko Poletto
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Jovana Ivanić
orcid.org/0009-0007-7912-5904
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Željana Klječanin Franić
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Danijela Horvatek Tomić
orcid.org/0000-0003-0431-4878
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
Nino Mačešić
; Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia
* Corresponding author.
Abstract
The lack of basic knowledge among students who study biomedicine, which becomes apparent during clinical rotations within the horizontal structure of the study program, has been recognized as a significant challenge. This issue, highlighted by both teachers and students, negatively impacts the quality of clinical training and calls for thoughtful pedagogical action. A review of the relevant literature showed that this problem does not necessarily require the complete restructuring of the curriculum, but rather, targeted adjustments in teaching methods can significantly reduce knowledge decay, and improve knowledge transfer within the horizontal study system. In this review article, the authors critically analyze their experiences in teaching and the development of vertically structured teaching materials as tools to overcome the difficulties identified. Furthermore, they propose additional pedagogical methods, including interactive learning, repetition of key content, and modern digital tools. The proposed approaches not only reduce the occurrence of knowledge decay also contribute to increased student confidence, better preparation for advanced years of study, and more effective coping with professional challenges after graduation. The article provides guidelines that can serve as a practical guide for educators in improving the teaching process within biomedical study programs.
Keywords
veterinary medicine; knowledge decay; horizontal organization of teaching; vertical integration; digital teaching materials
Hrčak ID:
332416
URI
Publication date:
20.6.2025.
Visits: 243 *