Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

Hernick, Marcy

doi:10.5688/ajpe79797

Cited by 21 publications

(16 citation statements)

References 37 publications

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“…ies of which the Spacing effect (n = 40) and Testing effect[19][20][21][22][23][24][25][26][27][29][30][31][32][33]37,39,[41][42][43][51][52][53]55,[58][59][60][61][62][63][64][65][66] (n = 31) were named most often.Other frameworks were Cognitive Load Theory 50,57,67,68 (n = 4), Desirable Difficulties Theory 59,69 (n = 2), Retrieval hypothesis70,71 (n = 2), Total-time hypothesis70,71 (n = 2), Learning Theory 72 (n = 1), Metacognitive Theory 73 (n = 1) and Kolb's Experiential Learning Theory 61 (n = 1).Only a few studies26,[31][32][33][34][39][40][41]56,60,64,69,[74]…”

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confidence: 99%

Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“… 16 Findings of TEL effects in undergraduate pharmacy also support our results as they found improved performance of students on both, formative and summative assessment attributable to TEL methodology. 17 , 18 …”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Test-Enhanced Learning (TEL) in lectures for undergraduate medical students

Ayyub¹,

Mahboob²

2017

Pak J Med Sci

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Objective:To determine the effectiveness of Test-Enhanced learning as a learning tool in lectures for undergraduate medical studentsMethod:This quantitative, randomized controlled trial included eighty-four students of 4th year MBBS from Yusra Medical & Dental College, Islamabad. The duration of study was from March 2016 to August 2016. After obtaining the informed consent; participants were equally assigned to interventional and non-interventional study groups through stratified randomization. Single best answer MCQs of special pathology were used as data collection instrument after validation. A pre- and post-test was taken from both groups, before and after the intervention, respectively and their results were compared using SPSS version 21.Results:There were 13 male (31%) and 29 female (69%) participants in each study group who showed an equivalent baseline performance on pre-test (p=0.95). Statistically significant difference was found among mean scores of interventional and non-interventional study groups at exit exam (p=0.00). Interventional group also showed a significant improvement in their post-test scores (mean: 17.17±1.59) as compared to pre-test scores (mean: 6.19±1.81).Conclusions:Test-enhanced learning has significant effect on improving the learning of course content delivered to undergraduate medical students through lectures.

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“…Of the fifty-six studies that were reviewed, all were limited by methodological flaws. Thirty (53.6%) studies [11,12,[14][15][16][17]19,20,22,[27][28][29][30][31][32][33][35][36][37]43,46,47,49,[52][53][54]56,58,63,64] did not establish the baseline knowledge, confidence or skills of participants and this is significant in two regards: It does not allow accurate comparison between groups, as differences in baseline knowledge may be responsible for differences in final knowledge; and it does not allow the impact of the intervention in increasing students' performance to be quantified. Three (5.4%) [25,55,57] of the nine studies that reviewed blended learning methods, failed to assess the effectiveness of the e-learning intervention independently of the face-to-face teaching.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

“…Fourteen (25%) studies [9][10][11][12][13][14]16,38,41,44,47,49,52,54] involved elective courses and therefore, there was a risk of selection bias. Participants in these studies were a self-selected group and it is likely that they already had a positive opinion of e-learning and a high degree of interest in the course content.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

“…Participants in these studies were a self-selected group and it is likely that they already had a positive opinion of e-learning and a high degree of interest in the course content. [22,30,31,35,54] the control group consisted of participants who had not been randomly assigned but instead had completed the face-to-face equivalent of the intervention in a previous year. A failure to blind researchers or participants, to include a control group and/or to randomise participants to the control group means that study outcomes cannot be attributed solely to the intervention, as other factors may have impacted on the results [68].…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

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A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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In response to the increasing use of a range of technologies within pharmacy education, this review aimed to establish the effectiveness and acceptance of e-learning within pharmacy education and to identify limitations within the research carried out since 2013. The e-learning interventions studied were defined as any online or computer-based technology* used to deliver pharmacy education to pharmacy students or qualified pharmacists in a remote (out of classroom) setting. Evidence of short-term effectiveness of e-learning was found and a small number of studies provided evidence of long-term effectiveness. In comparisons, e-learning was demonstrated to be at least as effective as traditional face-to-face teaching methods and superior to no training at all. Six studies also demonstrated that e-learning could result in a change of pharmacists' practice, while no evidence was found that e-learning could lead to patient benefit or improvements in care. E-learning also appears to be an engaging learning method, which is generally well received among participants. Despite a significant increase in the number of publications investigating e-learning within pharmacy education in the past five years, further research is still required to address limitations within the current literature and to fully establish the effectiveness of e-learning within pharmacy education. *excluding technologies that are recreational in nature, e.g. computer games.

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Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

Cited by 21 publications

References 37 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

Effectiveness of Test-Enhanced Learning (TEL) in lectures for undergraduate medical students

A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

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