Teaching in small portions dispersed over time enhances long-term knowledge retention

Raman, Maitreyi; McLaughlin, Kevin; Violato, Claudio; Rostom, Alaa; Allard, Johane P.; Coderre, Sylvain

doi:10.3109/01421590903197019

Cited by 88 publications

(74 citation statements)

References 22 publications

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“…As knowledge is likely to be an important driver of behaviour, strategies should be employed to ensure long-term retention of knowledge (27). Spacing information over time and periodically testing individuals on aspects of knowledge has been shown to enhance long-term knowledge retention (28,29). In this CCU context most patients will be followed up regularly by a physician, therefore one strategy to enhance salt-related knowledge retention could be for the patient to be quizzed on key aspects of saltrelated knowledge on physician follow-up and re-educated on aspects of knowledge not retained.…”

Section: Discussionmentioning

confidence: 99%

Impact of a hospital-based educational intervention on dietary salt-related knowledge and behaviour in a cardiac care unit population in Lebanon

Walsh

Aridi

Fathallah

et al. 2018

Cardiovasc. Diagn. Ther.

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Background: Cardiovascular disease is the most common cause of morbidity and mortality worldwide.Numerous strategies have been effective in reducing cardiovascular disease risk, from pharmacological approaches to lifestyle modification interventions. One of these strategies includes the reduction in dietary sodium which in turn reduces cardiovascular risk by reducing high blood pressure, perhaps the most important cardiovascular risk factor. Methods:We evaluated an educational dietary salt reduction intervention in a cardiac care unit population in Lebanon, assessing salt related knowledge and behaviours before and after administering an evidencebased educational leaflet to patients.Results: Salt-related knowledge improved significantly immediately post-intervention and subsequently fell on 4-week follow-up, but remained above baseline. Three of the four salt-related behaviours measured improved on 4-week follow-up: trying to buy low-salt foods increased from 54% to 74% (P=0.007), adding salt at the table reduced from 44% to 34% (P=0.03) and trying to buy food with no added salt increased from 24% to 52% (P=0.02) of the cohort. Adding salt during cooking did not differ significantly. A trend towards improved behavioural risk category in the cohort overall was observed on follow-up (P=0.07), 32% of participants were categorised as high behavioural risk pre-intervention, reducing to 17% on follow-up.Multi-ordered regression modelling identified being in the high-risk behavioural category at baseline as a predictor of being in the high-risk or moderate-risk category on follow-up.Conclusions: This hospital-based educational intervention had a modestly positive impact on salt-related knowledge and behaviour, with participants in the highest behavioural risk category at baseline being most resistant to behavioural improvement.

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Section: Discussionmentioning

confidence: 99%

Impact of a hospital-based educational intervention on dietary salt-related knowledge and behaviour in a cardiac care unit population in Lebanon

Walsh

Aridi

Fathallah

et al. 2018

Cardiovasc. Diagn. Ther.

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“…Various theories posit strategies to improve knowledge and memory including, but not limited to, problem-based learning (Beers & Bowden, 2005;Schmidt, 1993), integrating the arts in education (Hardiman, Rinne, & Yarmolinskaya, 2014), team-based learning (Macke & Tapp, 2012), and diffuse learning (Raman et al, 2010). Outlining the myriad education mechanisms suggested to increase knowledge retention is beyond the scope of this article.…”

Section: Knowledge Retentionmentioning

confidence: 99%

“…Outlining the myriad education mechanisms suggested to increase knowledge retention is beyond the scope of this article. The importance of examining knowledge retention, however, should not be overlooked (Raman et al, 2010;Wayne et al, 2006). If students do not retain knowledge, they may be less likely to successfully use their education and skills in the field, which is particularly important in helping professions such as social work.…”

Section: Knowledge Retentionmentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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“…It is promising that the WHO six-step method, which has proven to be effective, has been adopted by all Dutch medical schools [11,13,24]. Moreover, in general, it is best to provide education throughout medical training, with emphasis on the patient-related context [25][26][27]. The curricula of all the medical schools in this study offered this integrated, patientoriented approach.…”

Section: Discussionmentioning

confidence: 99%

Education on prescribing for older patients in the Netherlands: a curriculum mapping

Keijsers

Wit

Tichelaar

et al. 2015

Eur J Clin Pharmacol

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Purpose Pharmacology and pharmacotherapy education is being increasingly integrated in medical curricula, which might lead to a specific loss of knowledge in these subjects. This, in turn, could lead to harmful prescribing errors, especially in vulnerable older patients. Methods Teachers who coordinated education in Dutch medical schools completed a structured interview on (geriatric) pharmacology and pharmacotherapy education.A list of core learning goals was developed. Pharmacology and pharmacotherapy education in general was compared to geriatric pharmacology and pharmacotherapy education. Results All Dutch medical schools participated. Contact hours for education in pharmacology and pharmacotherapy ranged from 39 to 107 h; ECTSs (representing 28 study hours) ranged from 0 to 3. The various curricula covered, on average, 79 % of all learning goals for these subjects: knowledge 85 %, skills 76 %, and attitudes 66 %; the curricula also covered specific geriatric goals: knowledge 87 % and skills 65 %. All geriatric learning goals were met if a geriatrician was among the coordinators. Half (4 of 8) of the medical schools lacked appropriate assessment procedures. Evaluation was mostly based on students' opinions. Teachers rated students as being moderately well prepared for daily practice. Conclusions There are large differences in the quantity and quality of (geriatric) pharmacology and pharmacotherapy education in Dutch medical schools. In general, more time should be devoted to skills and attitude, and the assessment procedures should be optimized with high priority. Other curricula with a problem-based approach might benefit from the points of improvement described in this article.

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Teaching in small portions dispersed over time enhances long-term knowledge retention

Abstract: Long-term nutrition knowledge is improved with DD compared with MD.

Cited by 88 publications

References 22 publications

Impact of a hospital-based educational intervention on dietary salt-related knowledge and behaviour in a cardiac care unit population in Lebanon

Impact of a hospital-based educational intervention on dietary salt-related knowledge and behaviour in a cardiac care unit population in Lebanon

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Education on prescribing for older patients in the Netherlands: a curriculum mapping

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