Interactive retrieval practice in renal physiology improves performance on customized National Board of Medical Examiners examination of medical students

Abstract

Retrieval practice improves long-term retention. Use of interactive retrieval practice in large group, in-person and online live classes, in combination with outside resources, is unreported for medical physiology classes. The primary study purpose was to compare student cohorts' performance with or without retrieval practice in renal physiology classes, relative to the national average on customized national examinations in renal physiology, non-physiology, and all questions. The secondary purpose was to examine the students' educational experience. For the primary purpose, we used a non-equivalent group, post-test only design. For the secondary purpose, we used cross-sectional and qualitative designs. We analyzed examination results of 684 students in four academic years. For renal physiology questions, students performed significantly better in years with retrieval practice compared to years without it (P < 0.001). There was no change in non-physiology scores over the four years. Performance in all questions, too, significantly improved (P < 0.001). A large majority (86%) of students indicated retrieval practice helped them learn renal physiology. Student ratings of quality in online classes, which featured interactive retrieval practice, were higher than that of in-person classes (P < 0.001). Qualitative analysis revealed students found interactive retrieval practice, scaffolding, outside resources, and the instructor's teaching style helpful. Educators in medical physiology classes can use our findings to implement interactive retrieval practice.

Gender differences in learning and study strategies impact medical students’ preclinical and USMLE step 1 examination performance

“…An avenue that can assist in enhancing preparation for students can be through increased practice questions and simulated examination environments [ 28 ]. Classes that offer multiple opportunities for practice with interleaved lecture questions, post-lecture questions, and links to helpful reading resources not only improve examination performance but also student satisfaction [ 29 ]. Additionally, studies have found that increased practice problem completion, greater than at least 2000 in one study and 3500 in another, had significantly resulted in higher Step 1 scores [ 30 , 31 ].…”

Educational Videos Versus Question Banks: Maximizing Medical Student Performance on the United States Medical Licensing Examination Step 1 Exam

“…Other studies have addressed the importance of retrieval practice in preparing for exams [8,9,11,12,15,21] and the need for a support system for medical students, especially those who are struggling [1][2][3][4][5]. This study focused on a comparison of Step 1 performance and the students' usage of question banks and educational videos.…”

“…Active study methods, including retrieval practice, spaced repetition, and the use of practice questions and question banks (a pool of practice questions), have been shown to be effective means of improving students' learning and long-term retention [8][9][10][11]. Practice questions can specifically identify weak areas, improve students' metacognition and long-term retention, increase their knowledge, and improve their confidence when approaching standardized exams [12][13][14][15]. Specifically, recent research has focused on students' use of practice questions to prepare for board exams, including the USMLE Step 2 CK examination [16][17][18].…”