Making long-term memories in minutes: a spaced learning pattern from memory research in education

Abstract

Memory systems select from environmental stimuli those to encode permanently. Repeated stimuli separated by timed spaces without stimuli can initiate Long-Term Potentiation (LTP) and long-term memory (LTM) encoding. These processes occur in time scales of minutes, and have been demonstrated in many species. This study reports on using a specific timed pattern of three repeated stimuli separated by 10 min spaces drawn from both behavioral and laboratory studies of LTP and LTM encoding. A technique was developed based on this pattern to test whether encoding complex information into LTM in students was possible using the pattern within a very short time scale. In an educational context, stimuli were periods of highly compressed instruction, and spaces were created through 10 min distractor activities. Spaced Learning in this form was used as the only means of instruction for a national curriculum Biology course, and led to very rapid LTM encoding as measured by the high-stakes test for the course. Remarkably, learning at a greatly increased speed and in a pattern that included deliberate distraction produced significantly higher scores than random answers (p < 0.00001) and scores were not significantly different for experimental groups (one hour spaced learning) and control groups (four months teaching). Thus learning per hour of instruction, as measured by the test, was significantly higher for the spaced learning groups (p < 0.00001). In a third condition, spaced learning was used to replace the end of course review for one of two examinations. Results showed significantly higher outcomes for the course using spaced learning (p < 0.0005). The implications of these findings and further areas for research are briefly considered.

Using a gamified mobile app to increase student engagement, retention and academic achievement

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Pilot study of a multidisciplinary gout patient education and monitoring program

“…Educational principles stress the value of reinforcement of educational interventions over time (31,32). Accordingly, we designed our program to include nurse educator intervention at 6 month intervals and monthly pharmacist calls.…”

Using a Root Cause Analysis Curriculum for Practice-Based Learning and Improvement in General Surgery Residency

“…8 During our didactic session and for the RCA presentations, small group activities were interspersed throughout the presentation such that no didactic segment lasted more than 10 minutes. Repetition was achieved by presenting the task, having the residents perform the task in small groups, and repeating the task at the podium.…”

“…A spaced-learning approach was used whereby short didactic sessions were alternated with small group tasks to improve learning through repetition and experiential learning. 8 The case that was demonstrated pertained to a patient who died from central-line associated sepsis. After a brief history of the patient, a timeline of the events surrounding the error was presented with a description of the events and the actions that were undertaken.…”