Tag : spacing

MANUSCRIPT: Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.

BACKGROUND: Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated

Posted on 9 Oct 2017
By Brian S McGowan, PhD
In Informatics & Analysis, Manuscript, Medical Education, Resources

ABSTRACT: Improving Learning Efficiency of Factual Knowledge in Medical Education

OBJECTIVE: The purpose of this review is to synthesize recent literature relating to factual knowledge acquisition and retention and to explore its applications to medical education. RESULTS: Distributing, or spacing, practice is superior to massed practice (i.e. cramming). Testing, compared to re-study, produces better learning and knowledge retention, especially if tested as retrieval