Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial

Larsen, Douglas P.; Butler, Andrew C.; Roediger, Henry L.

doi:10.1111/j.1365-2923.2009.03518.x

Cited by 314 publications

(258 citation statements)

References 13 publications

Supporting

Mentioning

243

Contrasting

Unclassified

Order By: Relevance

“…Despite its limitations, the progress test, in addition to providing managers of courses with evidence for curricula decision-making, the test also provides valuable individual feedback, thus enhancing student learning. Some studies demonstrated that repeated testing with feedback appears to result, for the student, in greater retention of long-term knowledge, and thus, they suggested that Progress testing should be considered important not only as an evaluation tool but also as a powerful learning tool 13 .…”

Section: Discussionmentioning

confidence: 99%

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Rosa

Isoppo

Cattaneo

et al. 2017

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Rosa

Isoppo

Cattaneo

et al. 2017

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

“…The frequent testing model (the "testing effect") has demonstrated that repeated testing improves students' long-term recollection better than repeated studying. 6 The restructured laboratory activities implemented this type of testing model, in which students were tested, evaluated, and assessed each week.…”

Section: Designmentioning

confidence: 99%

Repeated Testing to Improve Skills in a Pharmacy Practice Laboratory Course

Begley

Monaghan

Yuan

2013

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students. Design. A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities. Assessment. Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p ,0.001). Students' scores on prescription verification and sterile product verification also improved significantly over 3 assessments ( p ,0.001), but then plateaued, with less improvement seen in performance on subsequent assessments. Conclusion. Providing multiple opportunities for students to conduct or simulate pharmacy practice activities and then test their knowledge and skills improves students' learning and performance.

show abstract

“…First, there is no consensus about how much knowledge students have lost when they enter the clinical clerkships. Second, if knowledge deficit is a problem, then one way to address this is by frequent rehearsal and repeated testing during the retention interval, when students are attending courses on different subjects [20,21].…”

Section: Introductionmentioning

confidence: 99%

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

2017

View full text Add to dashboard Cite

Introduction With the implementation of integrated curricula, less time is spent on teaching basic sciences to the benefit of subjects with more clinical relevance. Even though learning in a clinical context seems to benefit medical students, concerns have been raised about the level of (bio)medical knowledge students possess when they enter their rotations. This study aimed to obtain empirical data on the level of knowledge retention of second year medical students at the University Medical Center Utrecht, the Netherlands. Method A longitudinal study was performed in which second year medical students were retested for retention of first year knowledge by a study test consisting of questions from two course examinations of year 1, each with an interval of 8 to 10 months. Results were compared in a within-participants design.Results The results of 37 students were analysed. Students scored on average 75% (±8.2%) correct answers during the initial unit examinations and 42% (±8.8%) for the knowledge retention test. With correction for guessing this was 71% (±9.3%) versus 33% (± 9.9%), which means knowledge retention was on average 46%. Knowledge retention was higher for multiple choice questions (MCQs) (53%) versus nonMCQs (41%), and somewhat different for the two courses (53% and 40%). Conclusion After an interval of 8-10 months, more than half of first year knowledge cannot be reproduced. Medical students and faculty should be aware of this massive loss of knowledge and provide means to improve long-term retention.

show abstract

Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial

Abstract: Repeated testing with feedback appears to result in significantly greater long-term retention of information taught in a didactic conference than repeated, spaced study. Testing should be considered for its potential impact on learning and not only as an assessment device.

Cited by 314 publications

References 13 publications

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Repeated Testing to Improve Skills in a Pharmacy Practice Laboratory Course

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

Contact Info

Product

Resources

About