BACKGROUND: The time course of physicians’ knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge. DESIGN: Educational follow-up experiment with knowledge retention measured at 1 of 6 randomly assigned time intervals (0–55 days) after an online tutorial covering 2 American Diabetes Association guidelines. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2517967/pdf/11606_2008_Article_604.pdf

BACKGROUND: Increased clinical demands and decreased available time accentuate the need for efficient learning in postgraduate medical training. Adapting Web-based learning (WBL) to learners’ prior knowledge may improve efficiency. OBJECTIVE: We hypothesized that time spent learning would be shorter and test scores not adversely affected for residents who used a WBL intervention that adapted to prior knowledge. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2517946/pdf/11606_2008_Article_541.pdf

ABSTRACT Background Published clinical guidelines need to be combined with effective educational interventions to produce change in practice. Problem-based learning (PBL) groups are effective; however, research studies have not looked at change in practice following PBL that is independent of group interaction. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2629824/pdf/bjgp59-104.pdf