Unprepared Retesting of First Year Knowledge: How Much Do Second Year Medical Students Remember?

Weggemans, Margot; Custers, Eugène J. F. M.; Cate, Olle Th.J. ten

doi:10.1007/s40670-017-0431-3

Cited by 20 publications

(20 citation statements)

References 28 publications

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“…Re‐exposing learners to information over time using temporal intervals (ie spaced learning) results in more effective storage of information than if it was all provided at a single time (ie massed learning). There is mounting evidence that students do not remember what is learned, also in health professions education (HPE) . Researchers have therefore indicated a need to invest time and resources in helping learners retain the information being learned .…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…There is mounting evidence that students do not remember what is learned, also in health professions education (HPE). [3][4][5][6][7] Researchers have therefore indicated a need to invest time and resources in helping learners retain the information being learned. 7Educational principles grounded in a spaced learning approach have the potential to address this growing challenge in HPE.Although literature reviews on effective learning in HPE exist and suggest a key role for spaced learning in optimising retention,…”

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confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“…anatomy, histology, physiology, epidemiology and hygiene, pathomorphology, and pathophysiology). They are focused on teaching the pathology of diseases, epidemiology, disease prevention, population health, and health promotion [38]. In the clinical stage, the students are exposed to patients in different hospital wards, gain history-taking competence, and have an opportunity to acquire clinical skills.…”

Section: Discussionmentioning

confidence: 99%

Does cancer education matter? Report on testicular cancer knowledge, awareness, and self-examination practice among young Polish men.

Pietrzyk

Denisow-Pietrzyk

Czeczelewski

et al. 2020

Preprint

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Background Testicular cancer (TC) is the most common malignancy and the third leading cause of cancer deaths in male adolescents and young adults. Early detection of testicular cancer can be achieved by testicular self-examination (TSE). To date, however, no population-based studies examined TC knowledge and practice of TSE among Polish men. The objective of the study was to assess the level of TC knowledge and awareness as well as the altitude and practice towards TSE among Polish male high school and medical students.Methods A questionnaire survey was conducted in Poland with a representative sample of 1077 male students: 335 from high school and 742 medical students. An original questionnaire was designed as a multiple-choice question type and evaluated the participants’ knowledge and awareness of TC, opinion and attitudes towards performing TSE.Results The knowledge about TC epidemiology and the awareness of risk factors responsible for the TC was low. The knowledge of the signs and symptoms of TC was significantly higher among the medical students, compared to the high school students. The level of education was associated with the awareness of methods for early detection and symptoms of TC. A satisfactory level of awareness of the TSE practice was exhibited only by the medical students. The main reason for not performing self-examination was the lack of knowledge and practical skills.Conclusions The study reflects the deficiencies in health education among high school and medical students. The deficits of knowledge of TC in young men should motivate the education policy makers in Poland to implement education in the field of TC issues more widely in high schools. Moreover, cancer prevention modules and/or teaching methods should be improved in medical schools.

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“…Acquisition of factual knowledge consumes the majority of time in the medical school and it is acquired by reading, summarizing, testing, and restudying [8]. As time passes memory faded and the knowledge, we acquire is destined to be forgotten unless there is repeated practice, revision, testing, and vertical integration with clinical orientation [8,9]. A study by Sreedharan et al stated that question framing can help in developing better concepts of the subject.…”

Section: Sreedharan Et Almentioning

confidence: 99%

Assimilating and Reproducing Concepts After Pharmacology Lecture - A Questionnaire-Based Study

Sreedharan

Palappallil

Veedu

et al. 2020

Asian J Pharm Clin Res

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Objective: Medical undergraduates learn pharmacology during the second phase of MBBS. Considering the expanding list of drugs and volatility associated with its learning, the objective of this study was to describe the factors that interfere with the assimilation and reproduction of the concepts in pharmacology. Methods: This was a descriptive study done in the Department of Pharmacology of a Government Medical College in Central Kerala for a period of 2 months. Five short answer questions were chosen to elicit responses from the participants in the form of a surprise test. A Google fill out form elicited the perception of the participants about learning during the pharmacology lecture. The data were sorted and entered into Statistical Package for the Social Sciences (SPSS) software version 16 (SPSS Inc, Chicago, USA). Descriptive data were expressed using frequencies and percentages. Results: Of the 148 students, 84 (56.75%) participated in the study. For the surprise test, the mean marks scored were 2.24±0.77 (maximum marks 5). Forty-seven (56%) participants claimed that they were attentive in pharmacology lectures only “sometimes.” The majority of the participants 82 (97.6%) “sometimes” found it difficult to imbibe the concepts in pharmacology. Seventy (83.3%) agreed that definitions are difficult to learn as such. Only 10 (11.9%) disagreed with the statement that a drug’s action cannot be interpreted as its use because sometimes actions can aggravate some diseases. Sixty-one (72.6%) participants had difficulty in understanding the word “rationale.” Five minutes break, continuity of topics, separate question-answer session at the end of class, summarization, a video demonstration of the mechanism of action, providing printed lecture notes, simple explanation, mnemonics to learn, clinical correlation, lectures during morning hours, and team-based quizzes were some suggestions to increase the assimilation of the subject. Conclusion: Participants had a mean score which was <50% of the total score. While the scores for definitions varied the question on uses of drugs fetched similar marks; however, the students had poor performance on the question related to rationale. Ignorance about the meaning of the word “rationale” shows the importance of regular feedback and the use of simple language in understanding the problems faced by the participants in learning the concepts in pharmacology.

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Unprepared Retesting of First Year Knowledge: How Much Do Second Year Medical Students Remember?

Cited by 20 publications

References 28 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

Does cancer education matter? Report on testicular cancer knowledge, awareness, and self-examination practice among young Polish men.

Assimilating and Reproducing Concepts After Pharmacology Lecture - A Questionnaire-Based Study

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