My experience in physics, math, and engineering classes was exams and problem sets were almost entirely based on solving calculation based problems, in many cases using calculus+ level math, There were a few basic formulas, but the focus was on applying those formulas to different situations in interesting ways, not on memorizing the formula. Engineering classes often allowed a “cheat sheet” in which one could write down anything and read during exam instead of needing to memorize.
Chemistry was a bit different, in that math level was lower, and some exams/problems placed a greater role on instinct/visualization, but again little memorization. I originally had planned on engineering rather than premed, but engineering shared first intro chem with premed. I really enjoyed intro chem and excelled at it (particularly the instinct part mentioned above), so I decided to continue on the rest of the premed track as well.
However, the pre-med biology courses were a different story all together. Unlike the other STEM classes above, there was little advanced calculation or calculation based problem solving in the intro premed biology classes I took. Instead there was lots of rote memorization. For example, one quarter of first year biology emphasized plants. We had exams in which we need to list names of parts of plants. I have no interest in arbitrary terminology of plants, so this was an area I found challenging in exams, more so than any of the other classes above. Rote memorization was by no means the entirety of intro biology, but it was the aspect that I found challenging.
As an example, the first college intro biology exam that came up in Google search is at https://herbarium.millersville.edu/100/Exam01_version01.pdf . It’s primarily what I consider memorization, rather than calculation or problem solving.