Very Long-Term Memory for Information Taught in School

Ellis, John A.; Semb, George; Cole, Brian P.

doi:10.1006/ceps.1997.0976

Cited by 28 publications

(30 citation statements)

References 14 publications

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“…For example, Conway et al (1991) found that after a retention interval of 10 years, during which virtually no rehearsal took place, students retained a significant portion of knowledge of cognitive psychology, learned in an Open University course. Similarly, Ellis et al (1998) found retention proportions for factual knowledge of a course in Child Behavior and Development for RIs ranging from 7 to 14 years of approximately one-third of the original knowledge. Though little can be said about the reliability of this proportional estimate, the important message is that a considerable proportion of factual knowledge learned long ago will be both retained and retrievable over a protracted time span (Bahrick 1984;Semb et al 1993).…”

Section: Laboratory Experimentsmentioning

confidence: 84%

“…Though the notion of a permastore of knowledge immune to forgetting appears somewhat counterintuitive, other studies have confirmed its existence (e.g., Conway et al 1991;Conway et al 1992;Ellis et al 1998;Schmidt et al 2000;Semb et al 1993). For example, Conway et al (1991) found that after a retention interval of 10 years, during which virtually no rehearsal took place, students retained a significant portion of knowledge of cognitive psychology, learned in an Open University course.…”

Section: Laboratory Experimentsmentioning

confidence: 99%

“…However, despite strong claims about ''remembering almost nothing,'' the few actual investigations of physicians' long term retention of basic science knowledge reveal a much less dismal picture. On second thoughts, this may not be really surprising, because if the popular belief were true, then formal education, including basic science education in medicine, would be ''a colossal waste of time'' (Ellis et al 1998). To put it differently, the value of education depends largely upon the life span of what has been learned (Bahrick 2000), or, more specifically, in the event, it is what the medical student, and eventually the doctor, ''can recollect over months and years that shapes the practice of medicine'' (Sisson et al 1992, p. 454), a view recently confirmed by Kerfoot et al (2007).…”

Section: Introductionmentioning

confidence: 99%

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Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

373

291

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In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently, first the results of retention studies in general education are presented, followed by those of studies of basic science knowledge in medical education. The results of the review, in the general educational domain as well as in medical education, suggest that approximately two-third to three-fourth of knowledge will be retained after one year, with a further decrease to slightly below fifty percent in the next year. Finally, some recommendations are made for instructional strategies in curricula to improve long term retention of the subject matter dealt with.

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Section: Laboratory Experimentsmentioning

confidence: 84%

Section: Laboratory Experimentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

373

291

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“…Indeed, previous research has shown that student knowledge retention decreases over time and that these decreases occur at different rates for different courses 11. While some authors considered retained memory and quality of learning as central for medical education, others argued that knowledge which cannot be of use becomes inert and inaccessible 12–14…”

Section: Discussionmentioning

confidence: 99%

How do Medical Students in Their Clinical Years Perceive Basic Sciences Courses at King Saud University?

Alam

2011

Ann Saudi Med

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“…2,3 The rationale of the indexed study was that teaching becomes questionable if students are unable to use the knowledge they'd been taught, if that knowledge becomes inert and inaccessible, defining the need for integrated teaching as currently the vertically integrated classes rarely organized in the medical colleges of the Indian subcontinent. [4][5][6] Objectives 1. To assess the impact of vertical integration of teaching among medical undergraduate students of a medical college 2.…”

Section: Introductionmentioning

confidence: 99%

Study of impact of vertical integration in medical education in a medical college of India

Singh

Katyal

Chandra

et al. 2017

Int J Community Med Public Health

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Background: It is postulated that memory of basic sciences in medical curriculum and its correlation with clinical work among undergraduate students is less than expected, which drives into the dire necessity to vertically integrate the subjects. The aims and objectives of the study were to assess the impact of vertical integration of teaching among medical undergraduate students of a medical college and to assess the perceptions of the medical undergraduate students about the vertical integration of teaching during lecture classes in a medical college.Methods: Ninety six out of 119 second MBBS students had undergone vertically integrated sessions by six departments of a medical institute on assessment and management of diarrhoea using four interactive methods and two traditional teaching methods during April 2015 to September 2015 among the M.B.B.S. students of Rohilkhand Medical College and Hospital, Bareilly. Inclusion criteria were all the M.B.B.S. 2nd year students of 2013 batch were included in the study. Exclusion criteria were the M.B.B.S. students who were absent on the day of study were excluded. Competency of students was assessed using competency based assessment methods i.e. OSCE, OSPE, DOPS, SAQ and MCQs and their perceptions recorded using Likert’s Scale. Comparative analysis of pre and post-tests was done using paired t-test and ANOVA.Results: The difference between the mean value of the marks obtained by the medical students using the five assessment tools was found to be statistically significant (p value being <0.05) using paired t-test, showing improvement in competency. Vertical integration was strongly agreed upon as the best method by 45.8% on Likert scale. Comparative analysis of variance (ANOVA) of the assessment tools was also found to be highly significant (p value being <0.05).Conclusions: The indexed study derives us to a conclusion to incorporate vertical integration in our medical education in order to accomplish higher learning domains.

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Very Long-Term Memory for Information Taught in School

Cited by 28 publications

References 14 publications

Long-term retention of basic science knowledge: a review study

Long-term retention of basic science knowledge: a review study

How do Medical Students in Their Clinical Years Perceive Basic Sciences Courses at King Saud University?

Study of impact of vertical integration in medical education in a medical college of India

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