Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study

Abstract

It is generally assumed by students that learning takes place during repeated episodes of rereading and rote memorization of course materials. Over the past few decades, however, research has increasingly indicated that the said notion can and should be enhanced with learning paradigms such as retrieval practice (RP). RP occurs when students practice retrieving their consolidated semantic memories by informally testing themselves. This strategy results in the re-encoding and re-consolidation of existing semantic memories, thus strengthening their schemas. The purpose of this quasi-experimental design was to assess the effects of the implementation of RP on student performance on the final exam in a large, undergraduate Gross Anatomy course. It was hypothesized that student participation in RP during class would improve their performance on the final exam in the course. The participants (N = 248) were mainly in Life Sciences, Kinesiology, and Physical Education programs. They answered RP questions using TopHat©, an online educational software platform. The results of this study indicated that student performance on the final exam was enhanced when students engaged in RP. It was concluded that the use of RP effectively enhances learning and long-term retention of semantic memory. In addition to the traditional testing ‘of’ learning, teachers are encouraged to implement testing, in the form of RP, in their classrooms ‘for’ learning.

The Clinical Anatomy Fellowship: Revolutionizing curricular experiences for faculty and students

“…Several students suggested that Fellows should engage students in quizzing exercises that require utilization of retrieval practices (RP) and other adult learning strategies 18 . Research performed by Azzam and Easteal 19 “demonstrated that participation in RP was associated with improved student performance on formal evaluations.” Their research, conducted in an anatomical education setting, “showed that RP enhances long‐term retention of semantic information, thereby improving learning.” 19 As such, it would be beneficial to incorporate this practice into laboratory sessions more frequently. Furthermore, quizzing in this fashion allows Fellows to tailor questions to students' current knowledge level.…”