Background
The purpose of all medical faculties is to educate knowledgeable, responsible physicians for clinical work as well as for research and administration. Every year in Finland a growing number of students begin their studies in medicine and the increasing student group-size and the growing need to pay more attenttion to content of medical education has created challenges for the development of quality and renewment of teaching methods. The renewal of basic studies has also been at the forefront of discussions in all medical faculties. As a result, the number of optional studies has increased and further emphasis has been placed on problem-based teaching methods, early patient contact, communicative skills and multi-professional co-operation.
A high standard of learning during basic education is a prerequisite for the development of expertise and a sense of professional responsibility. Ideally, the study orientation of medical students should be directed towards insightful learning and enhancement of the depth of knowledge and understanding through-out their studies. Internalised knowledge accumulates into knowledge structures, increases as studies proceeded, and is not promptly forgotten after exams and courses. Internalised knowledge also manifests itself, as studies progress, in the development of the student's medical thinking and ability to make clinical inferences.
At the moment, no longitudinal research information exists about the development of the students’ thought processes and knowledge during medical studies; nor are there any tools applicable to the follow-up study of Finnish medical education.