Teaching Methodologies: Knowledge Acquisition and Retention

Abstract

In studying the curriculum of a nursing program, knowledge acquisition and retention by nursing students is a primary concern of nursing instructors. The purpose of this study was to determine if a lecture which stimulated several senses would significantly increase knowledge acquisition and retention compared to lectures that stimulate only the auditory sense. Forty-three, junior year, diploma nursing students who had essentially the same clinical experience were the subjects randomly assigned to either Group A or B for this study. Group A (control group) attended a formal lecture on "Spinal Cord Injuries" which stimulated only the auditory sense. Group B (experimental group) attended a lecture on the same subject which stimulated the auditory, visual, and tactile senses. A pretest was given to evaluate the knowledge base prior to the lecture, a posttest was given immediately after the lecture to evaluate initial knowledge acquisition, and a retention test was given three weeks later to evaluate amount of knowledge retained. Students attending the multimodal lecture demonstrated a significantly higher retention test score at the .05 level although they did not demonstrate a significantly higher gain score from pretest to posttest.

Development of a Culinary Medicine Toolkit to Improve Implementation of Virtual Cooking Classes for Low-Income Adults with Type 2 Diabetes

“…This emphasis on communication skills, empathy, and patient-led communication reflects an awareness of the evolving dynamics in healthcare interactions and the importance of a patient-centered approach to foster effective communication between providers and patients for more meaningful and sustainable health outcomes [33]. The provider sections are particularly useful considering the emerging importance of CM and the shortage of healthcare professionals educated in this field; we hope they serve as a pioneering resource designed to broaden healthcare providers' knowledge base and fill a critical gap in healthcare education [22]. In sum, this VCMT contributes towards the goal of an informed healthcare workforce, with providers that are well-equipped to promote dietary habits conducive to overall health and wellness.…”

“…The VCMT stands at the forefront of patient-centered, virtual culinary education, providing a comprehensive and accessible resource for individuals managing diabetes. Its emphasis on multimodal learning, open access information, and the promotion of sustainable, family-oriented healthy eating behaviors positions it as a valuable tool for improving long-term health outcomes and empowering patients in their journey towards better dietary patterns [22,23]. However, there are some limitations in the use of the VCMT.…”

“…Unlike traditional videos, the VCMT offers a dynamic learning experience by incorporating handouts, worksheets, and culinary skill walkthroughs that pair directly with the live CM sessions. By embracing multimodal learning, the VCMT aims to improve knowledge retention and learning satisfaction [22,23].…”