Test-enhanced learning of clinical reasoning: a crossover randomised trial

Raupach, Tobias; Andresen, Jil Cathérine; Meyer, Katharina; Strobel, Lisa; Koziolek, Michael; Jung, Wolfram; Brown, Jamie; Anders, Sven

doi:10.1111/medu.13069

Cited by 53 publications

(56 citation statements)

References 30 publications

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“…Increased exposure to the material to be learnt may by itself increase learning outcome. In addition, current research on the impact of repeated testing on long-term retention 35 suggests that the additional testing that occurred in the intervention group may have further increased learning outcome in the intervention group. We are unable to differentiate whether the improvement in outcomes occurred due to these specific interventions themselves or additional exposure time in the intervention group.…”

Section: Discussionmentioning

confidence: 99%

Structured Smoking Cessation Training for Medical Students: A Prospective Study

Herold

Schiekirka

Brown

et al. 2016

NICTOB

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Introduction:Physician adherence to guideline recommendations regarding the provision of counseling and support for smokers willing to quit is low. A lack of training during undergraduate medical education has been identified as a potential cause. This prospective intervention study evaluated a novel teaching module for medical students.Methods:As part of a 6-week cardiovascular course, 125 fourth-year undergraduate medical students received a multimodal and interactive teaching module on smoking cessation, including online learning material, lectures, seminars, and practical skills training. Short- and medium-term effects on knowledge, skills, attitudes, and self-reported practice were measured using written examinations and an objective structured clinical examination at the end of the module and 6 months later. Results were compared to data obtained from a historical control cohort (n = 70) unexposed to the intervention.Results:At the 6-month follow-up, scores in the knowledge test were significantly higher in the intervention than the control group (61.1% vs. 51.7%; p < .001). A similar pattern was observed in the objective structured clinical examination (71.5% vs. 60.5%; p < .001). More students in the intervention than control group agreed that smoking was a chronic disease (83.1% vs. 68.1%; p = .045). The control group was more likely to report recording smoking status (p = .018), but no group difference was detected regarding the report of advising to quit (p = .154).Conclusions:A novel teaching module for undergraduate medical students produced a sustained learning outcome in terms of knowledge, skills, and attitudes but not self-reported practice.Implications:Studies across the world have identified considerable knowledge gaps and deficits in practical training with regard to smoking cessation counseling in undergraduate medical students. This paper describes a teaching intervention informed by current recommendations for the design of educational activities aimed at enabling medical students to deliver adequate behavior change counseling. The teaching module was tailored to the needs of a specific healthcare system. Given its effectiveness as demonstrated in this prospective study, a rollout of this intervention in medical schools might have the potential to substantially improve medical students’ knowledge, skills, and attitudes in relation to smoking cessation counseling.

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Section: Discussionmentioning

confidence: 99%

Structured Smoking Cessation Training for Medical Students: A Prospective Study

Herold

Schiekirka

Brown

et al. 2016

NICTOB

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“…The findings of Raupach et al . support the pure and post‐assessment effects of key feature problems on clinical reasoning.…”

mentioning

confidence: 72%

Programmes’ and students’ roles in test-enhanced learning

Lafleur¹,

Côté²

2016

Med Educ

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“…This meant at the time Year 1 students completed the test for this study, they had only completed two practical anatomy examinations (spot tests) but had not taken a final written examination on MSKanat. The process of testing (Logan et al, ; Dobson and Linderholm, ; McNulty et al, ; Raupach et al, ; Kleinberg et al, ), and retrieval of knowledge that occurs during testing, has been shown to increase retention (Karpicke and Roediger, ; Karpicke, ; Smith et al, ) and the lead up to final examinations usually involves large amounts of dedicated study by students to review and consolidate their knowledge prior to being examined on it. As such, data collection prior to their first theory examination on this anatomy may have negatively influenced results from Year 1, and if tested a few weeks later may have had higher results.…”

Section: Discussionmentioning

confidence: 99%

“…If vertical integration is regarded as a solution to reduced teaching time for anatomy learning in the early years of a program, with anatomy curricula divided, rather than revisited and applied, across the program, then the benefits of increasing the depth of knowledge will not be achieved. Repetition, retrieval (Parmar and Rathinam, ; Karpicke and Blunt, ; Karpicke, ; Lehman and Karpicke, ), and testing (Logan et al, ; Dobson and Linderholm, ; Raupach et al, ) are highly regarded as major contributors to retaining and developing knowledge.…”

Section: Discussionmentioning

confidence: 99%

Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

Hulme

Luo

Štrkalj

2019

Anatomical Sciences Ed

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Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5‐year chiropractic program at Macquarie University, Australia. A test of 20 multiple‐choice questions, categorized into low‐order (LO) and high‐order (HO) cognitive ability according to Bloom’s Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%–72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high‐order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high‐order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.

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Test-enhanced learning of clinical reasoning: a crossover randomised trial

Cited by 53 publications

References 30 publications

Structured Smoking Cessation Training for Medical Students: A Prospective Study

Structured Smoking Cessation Training for Medical Students: A Prospective Study

Programmes’ and students’ roles in test-enhanced learning

Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

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