Influence of PBL with open-book tests on knowledge retention measured with progress tests

Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to engage in repeated retrieval-based learning activities. The results reveal a strong positive correlation between the number of successful retrieval attempts in these tests that cover content from the course textbook, and long-term knowledge retention as demonstrated in a live, final, closed-book, cumulative exam consisting of multiple-choice, labeling, definitions, and open-ended questions covering the content of both textbook readings and lectures. The presented results suggest that online, open-book tests designed using gamification principles, even when covering partial course content and one type of questions, are an effective strategy for using educational technology to motivate students to repeatedly engage in retrieval-based learning activities and improve long-term knowledge retention, regardless of the course delivery mode.

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The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing

Assessment & Evaluation in Higher Education ◽

10.1080/02602938.2021.2016607 ◽

2021 ◽

pp. 1-14

Author(s):

Tali Spiegel ◽

Amy Nivette

Keyword(s):

Academic Performance ◽

Knowledge Retention ◽

Relative Impact ◽

Open Book ◽

Student Knowledge ◽

Book Versus

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Long-term retention is greater following closed-book tests than open-book tests

PsycEXTRA Dataset ◽

10.1037/e527352012-770 ◽

2006 ◽

Author(s):

Pooja K. Agarwal ◽

Jeffrey D. Karpicke ◽

Sean H. Kang ◽

Henry L. Roediger ◽

Kathleen B. McDermott

Keyword(s):

Open Book ◽

Term Retention ◽

Long Term Retention

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The Life of August Wilhelm Schlegel, Cosmopolitan of Art and Poetry. By Roger Paulin, Cambridge: Open Book Publishers, 2016. xiv + 664 pages + 106 illustrations. £44.95 hardcover, £29.95 paperback, £0.00 PDF, £5.95 e-book.

Monatshefte ◽

10.3368/m.109.3.478 ◽

2017 ◽

Vol 109 (3) ◽

pp. 478-480

Author(s):

Johannes Schmidt

Keyword(s):

Open Book ◽

Book Publishers

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Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽

10.24908/pocus.v2i2.13279 ◽

2017 ◽

Vol 2 (2) ◽

pp. 15-17

Author(s):

Rimi Sambi, MD ◽

Heather Sawula, MD ◽

Brent Wolfrom, MD ◽

Joseph Newbigging, MD

Keyword(s):

Medical Students ◽

Family Medicine ◽

Point Of Care ◽

Training Session ◽

Undergraduate Curriculum ◽

Knowledge Retention ◽

Comfort Level ◽

Point Of Care Ultrasound ◽

Medical Undergraduate ◽

Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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Open Book Series

10.2140/obs ◽

2020 ◽

Keyword(s):

Open Book ◽

Book Series

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A Primer of Population Genetics and Genomics

10.1093/oso/9780198862291.001.0001 ◽

2020 ◽

Author(s):

Daniel L. Hartl

Keyword(s):

Population Genetics ◽

Complex Traits ◽

Evolutionary Biology ◽

Knowledge Retention ◽

Learning By Doing ◽

Human Populations ◽

Gene Drive ◽

Molecular Population Genetics ◽

Genetics And Genomics ◽

And Mathematics

A Primer of Population Genetics and Genomics, 4th edition, has been completely revised and updated to provide a concise but comprehensive introduction to the basic concepts of population genetics and genomics. Recent textbooks have tended to focus on such specialized topics as the coalescent, molecular evolution, human population genetics, or genomics. This primer bucks that trend by encouraging a broader familiarity with, and understanding of, population genetics and genomics as a whole. The overview ranges from mating systems through the causes of evolution, molecular population genetics, and the genomics of complex traits. Interwoven are discussions of ancient DNA, gene drive, landscape genetics, identifying risk factors for complex diseases, the genomics of adaptation and speciation, and other active areas of research. The principles are illuminated by numerous examples from a wide variety of animals, plants, microbes, and human populations. The approach also emphasizes learning by doing, which in this case means solving numerical or conceptual problems. The rationale behind this is that the use of concepts in problem-solving lead to deeper understanding and longer knowledge retention. This accessible, introductory textbook is aimed principally at students of various levels and abilities (from senior undergraduate to postgraduate) as well as practising scientists in the fields of population genetics, ecology, evolutionary biology, computational biology, bioinformatics, biostatistics, physics, and mathematics.

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Coleman integration for even-degree models of hyperelliptic curves

LMS Journal of Computation and Mathematics ◽

10.1112/s1461157015000029 ◽

2015 ◽

Vol 18 (1) ◽

pp. 258-265 ◽

Cited By ~ 2

Author(s):

Jennifer S. Balakrishnan

Keyword(s):

Number Theory ◽

Computer Science ◽

Hyperelliptic Curves ◽

Open Book ◽

Line Integral ◽

Book Series ◽

Numerical Examples ◽

Lecture Notes ◽

Integration Algorithms ◽

Mathematical Sciences

The Coleman integral is a $p$-adic line integral that encapsulates various quantities of number theoretic interest. Building on the work of Harrison [J. Symbolic Comput. 47 (2012) no. 1, 89–101], we extend the Coleman integration algorithms in Balakrishnan et al. [Algorithmic number theory, Lecture Notes in Computer Science 6197 (Springer, 2010) 16–31] and Balakrishnan [ANTS-X: Proceedings of the Tenth Algorithmic Number Theory Symposium, Open Book Series 1 (Mathematical Sciences Publishers, 2013) 41–61] to even-degree models of hyperelliptic curves. We illustrate our methods with numerical examples computed in Sage.

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Bijou: Engaging Young MSM in HIV Care Using a Mobile Health Strategy

Journal of the International Association of Providers of AIDS Care (JIAPAC) ◽

10.1177/23259582211030805 ◽

2021 ◽

Vol 20 ◽

pp. 232595822110308

Author(s):

Tiffany Chenneville ◽

Hunter Drake ◽

Kemesha Gabbidon ◽

Carina Rodriguez ◽

Lisa Hightow-Weidman

Keyword(s):

Health Literacy ◽

Self Efficacy ◽

Retention In Care ◽

Knowledge Retention ◽

Hiv Care ◽

Ehealth Literacy ◽

Literacy Engagement ◽

Southeastern Us ◽

Post Test ◽

Living With Hiv

Young men who have sex with men (YMSM) living with HIV experience challenges with retention in care, which negatively affects viral suppression. To address this, researchers piloted Bijou, a program designed to provide health education through electronically delivered behavior and risk reduction modules. Participants were 29 YMSM aged 19-24 living with HIV from the southeastern US. Participants completed pre, post, and 3-month follow-up (3MFU) surveys assessing knowledge, intervention acceptability, satisfaction, self-efficacy, ehealth literacy, and usability. Findings revealed significant improvement in knowledge and e-health literacy from pre-test to post-test but lost significance at 3MFU. Self-efficacy scores did not show significant differences from pre-test to post-test or 3MFU. Participants who completed all modules considered Bijou usable and acceptable; however, many did not complete the program. Findings suggest a need for adaptations to promote knowledge retention, e-health literacy, engagement over time, and research with a larger, more representative sample.

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