Retrieval-Based Learning in Neuroanatomy Classes

Abstract

Medical schools are continuously challenged to develop teaching modalities that improve understanding and retention of anatomical knowledge. Traditionally, learning has been regarded as the encoding of new knowledge, whereas retrieval has been considered a means for assessing learning. A solid body of research demonstrates that retrieval practice is a way to promote learning that is robust, durable, and transferable to new contexts. It involves having learners set aside the material they are learning and practice actively reconstructing it on their own. A general challenge is to develop ways to implement retrieval-based learning in educational settings. We developed a pedagogical approach that implements retrieval-based learning in practical neuroanatomy classes, which differs from usual neuroanatomy teaching in that it actively engages students through active learning. It requires students to retrieve anatomical knowledge in oral and written form, as well as to identify structures in cadaveric material. Practical anatomy classes have traditionally relied on students’ passive exposure to cadaveric material, with the lecturer pointing to and naming anatomical structures. Since August 2014, we have been applying retrieval practice in neuroanatomy classes. A total of 720 students were included in the study. Student performance one week after the practical lesson was higher in the traditional method group than in the retrieval-based learning group (p < 0.0001, effect size = 0.60). Four weeks after the intervention, however, the performance of students who learned using a retrieval-based approach was higher than that of students passively exposed to the learning material (p < 0.0001, effect size = 0.75). Taken together, our results suggest that retrieval-based learning has a greater effect on long-term retention. Retrieval-based learning is easy to apply and cost-effective. It can be implemented in nearly any educational setting. We hope that our report may inspire educators to adopt retrieval practice approaches and seek ways to apply methods from learning research in actual classrooms.

Does regular attendance in supplemental virtual near‐peer tutoring in anatomy laboratory content improve anatomy performance for medical students?

“…26,27 Retrieval-based learning has been shown to be more effective than other learning strategies such as rereading, conceptmapping, and passive learning from instructors. 26,28,29 For students attending the NPT sessions, exposure to RBL and other ways of studying may have been beneficial, especially for first-semester medical students. It may also be the case that attendance in NPT is not the cause of improvement in AL exam performance, but rather an indicator of, or conduit to, overall successful medical student study strategies.…”

“…It may also be the case that attendance in NPT is not the cause of improvement in AL exam performance, but rather an indicator of, or conduit to, overall successful medical student study strategies. If so, NPT may provide benefits for tutees through honing test taking strategies, 26,29,30 fostering group learning and motivation, or providing peer support during the transition into medical education, 19,31 rather than as solely a venue to acquire AL knowledge.…”

“…Given that many of the NPT sessions often utilized practice questions and tutor‐guided summaries of concepts, retrieval‐based learning (RBL) may have played a role in the differences in examination scores between students who attended or did not attend NPT sessions. Retrieval‐based learning involves active recall of material and is a widely utilized form of enhanced learning, including in medical education 26,27 . Retrieval‐based learning has been shown to be more effective than other learning strategies such as rereading, concept‐mapping, and passive learning from instructors 26,28,29 .…”

“…Retrieval‐based learning involves active recall of material and is a widely utilized form of enhanced learning, including in medical education 26,27 . Retrieval‐based learning has been shown to be more effective than other learning strategies such as rereading, concept‐mapping, and passive learning from instructors 26,28,29 . For students attending the NPT sessions, exposure to RBL and other ways of studying may have been beneficial, especially for first‐semester medical students.…”

How can retrieval practice improve educational achievement in Brazil?

“…The only study involving medical school students we found focused on the benefits of retrieval practice for learning neuroanatomy (Sanders et al, 2019). The authors compared more traditional methods of teaching neuroanatomy, such as showing brain structures and their names repeated times (i.e., restudy), to prompting students to say aloud the structures' names when the lecturer pointed to them in a projection (i.e., retrieval practice).…”