Delayed retention effect: Attention, perseveration, or both?

Phye, Gary D.; André, Thomas

doi:10.1016/0361-476x(89)90035-0

Cited by 36 publications

(27 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…43 Structured activities with immediate assessment and feedback are essential to effective learning and retention of information, as well as necessary skills and attitudes. 43,44 Many of these approaches were found in the studies cited, either used in isolation or as a multifaceted approach.…”

Section: Discussionmentioning

confidence: 99%

Patient Safety Instruction in US Health Professions Education

Kiersma

Plake²,

Darbishire³

2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To describe patient safety instruction in health professional curricula, including medicine, nursing, pharmacy, and dentistry. Methods. A systematic review of the literature from 1966 through 2010 was conducted using 6 databases and based on 3 search criteria: safety management, patient safety, and curriculum. Results. One hundred fifty-four articles were identified and 23 met inclusion criteria. A variety of educational methods have been used in health profession curricula to promote patient safety including lectures, workshops, objective structured clinical examinations, standardized patients, simulation exercises, root cause analysis, quality assurance projects, and other interactive learning methods. The development of patient safety curricula has been primarily discipline-specific, with little interdisciplinary research found. Conclusions. Safe, patient-centered care is directly influenced by the quality of education that healthcare professions students receive. From this literature review, research is needed to guide curricular change, specifically focusing on instructional methods and interdisciplinary collaborations.

show abstract

Section: Discussionmentioning

confidence: 99%

Patient Safety Instruction in US Health Professions Education

Kiersma

Plake²,

Darbishire³

2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Proponents of immediate feedback theorize that the earlier corrective information is provided , the more likely it is that efficient retention will result (Phye & Andre, 1989). The superiority of immediate feedback has been robustly demonstrated for the acquisition of verbal materials (Ammons, 1956) and motor skills (Anderson, Magill, & Seklya, 2001;Brosvic & Cohen , 1988).…”

Section: Discussionmentioning

confidence: 99%

Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback

et al. 2004

View full text Add to dashboard Cite

Students prepared for classroom examinations by completing practice tests, with selected items from these practice tests repeated, in either the original or in a modified wording, on classroom examinations and a final examination. The availability of immediate self-corrective feedback on Study 1 practice tests (0, 3, or 6 practice tests) was varied , while in Study 2, the timing of feedback provided during practice tests (immediate, end of test, 24-hour delay, control) was varied . Performance on examinations was elevated by the provision of immediate feedback on practice tests in both studies, especially when test items were presented in their original wording, with some generalization observed on items presented in a modified wording. Predictions made in accordance with the interference-perseveration hypothesis and the delayretention effect were not supported. These results demonstrate considerable potential for immediate self-corrective feedback, delivered during test preparation through the Immediate Feedback Assessment Technique, to enhance performance on classroom examinations and to promote the retention of factual information during the academic semester.

show abstract

“…We can therefore comfortably say that immediate feedback is the best solution to correct and quick learning. It also motivates and supports the study process of the learners [10]. When instructors influence the academic and socially interact with the learners, the learning outcome is usually more effective and efficient.…”

Section: Introductionmentioning

confidence: 98%

Framework for Improving Usability of Learning Management Systems by Integrating Pedagogical Agent

Odhiambo¹,

Okeyo²,

Cheruiyot³

2017

IJCA

View full text Add to dashboard Cite

The research intended to develop a framework for improving the usability of Learning Management Systems by integrating pedagogical agent. The study adopted usability heuristics as the key factors for enhancing the usability of an LMS through a conversational pedagogical agent. The first objective explored various techniques available for enhancing the usability of the LMS. The techniques includes Learnability, efficiency, and satisfaction are but a few techniques used to measure usability of a web-based system. The second objective examined a variety of ways the pedagogical agent can improve the usability of the LMS. The research recognized that a pedagogical agent could improve the usability of an LMS by making studying more interesting and increasing student to instructor interaction to support active learning. The third objective was for the designing of a suitable framework for improving the usability of an LMS. The fourth objective intended to evaluate the impact of the computer-based pedagogical agent in the LMS. The research established that the conversational pedagogical agent increased human to computer interaction, makes learning more effective and enjoyable and supports self-paced active learning. An experimental research design was adopted in carrying out the research. A conversational pedagogical agent (Melsyanne) was deployed as a prototype to improve the effective use of an LMS. The target population comprised of 3 HODs, 12 Instructors and 82 Students from three randomly selected higher learning institutions within Nakuru Municipality. Data was collected using questionnaires and analyzed through frequencies and percentages using SPSS. The results were presented using tables, column graphs and pie-charts generated by MS Excel application software. The findings constitute the knowledge pool, from which future research can borrow and add in their research study.

show abstract

Delayed retention effect: Attention, perseveration, or both?

Cited by 36 publications

References 16 publications

Patient Safety Instruction in US Health Professions Education

Patient Safety Instruction in US Health Professions Education

Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback

Framework for Improving Usability of Learning Management Systems by Integrating Pedagogical Agent

Contact Info

Product

Resources

About