scholarly journals Team-Based Learning in Medical School Hematology Course Improves Immediate Understanding but Not Long-Term Retention

Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 42-42
Author(s):  
Arielle L Langer ◽  
Adam Binder ◽  
Eileen Scigliano
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Teaching Methods ◽  
Short Term ◽  
Term Retention ◽  
Team Based Learning ◽  
Long Term Retention ◽  
The Impact ◽  
Term Benefit

Background: The goal of medical school hematology preclinical curricula is to prepare students not only for course exams and standardized testing but also clinical care during clerkships and beyond. While active teaching methods such as team-based learning (TBL) are associated with improved end of course exam performance, the impact on long-term retention has not been evaluated. Methods: We assessed the impact of three different teaching approaches on short term understanding and long-term retention of hematology knowledge after a hematology pathophysiology course. Lecture material was reinforced with traditional case-based small group discussion, TBL, or no small group reinforcement. Knowledge assessments with 15 multiple choice questions were conducted prior to the course, immediately after course, and 14 months after the course at the end of the core clerkship year. Several topics covered by traditional small groups in the 2018 were switched to TBL in the 2019, and, thus, could be directly compared across the two cohorts. Results: We recruited 70 students, 34 from the 2018 iteration of the course and 36 from the 2019, which represents 24% of eligible students. Of these, 48 students completed the final assessment (69% retention). Prior to the course, students answered 31% of questions correctly. This increased to 78% immediately after the course with significant differences across teaching methods: TBL 87%; traditional small group 78%; no small group 76% (p< 0.01). Overall knowledge declined to 70% at long-term follow up. The effect of the teaching method also dissipated and was no longer statistically significant: TBL 75%; traditional small group 67%; no small group 70%. When restricted to three topics converted from traditional small group in 2018 to TBL in 2019, the long-term benefit was not shown, with correct answers in 59% of the 2018 cohort taught through traditional small groups and 54% of the 2019 cohort taught through TBL. Long-term retention did not vary according to whether students reported re-exposure to hematology in the time since course completion. WFindings and Discussion: We found a meaningful and statistically significant increase in the understanding gained by using TBL, but this did not lead to better long-term retention. The immediate impact of improved knowledge is consistent with prior research on TBL and may be sufficient to justify its use, as improved scores on short-term testing testing has value for student well-being, generating an interest in hematology, and competitiveness for residency application. However, our findings argue against justifying the adoption of TBL on the basis of superior long-term retention. Despite this TBL may still be of long-term benefit through modeling team decision making and self-directed learning that are core features of how clinical medicine is practiced. The impact of TBL on these components of clinical efficacy and on an interest in hematology remains areas for future study. Figure Disclosures Binder: Janssen: Membership on an entity's Board of Directors or advisory committees; Sanofi: Consultancy.

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

Five Teaching Methods: A Comparative Study in Nurse Education

1978 ◽  
Vol 22 (1) ◽  
pp. 91-92 ◽  
Author(s):  
George E. Tibbitts ◽  
John R. Nicholas ◽  
Ronald J. McKay
Keyword(s):  
Teaching Methods ◽  
Instructional Effectiveness ◽  
Renal Physiology ◽  
Programmed Instruction ◽  
Short Term ◽  
Traditional Lecture ◽  
Immediate Recall ◽  
Term Retention ◽  
Long Term Retention

The relative instructional effectiveness of five teaching methods, Reading, Lecture-traditional, Lecture-audiotape, Programmed Instruction and Multimedia, was studied. Comparisons were based on test scores obtained by trainee nurses on three different occasions following instruction on a topic in renal physiology. The Multimedia method appeared to be most immediately effective, and the two Lecture methods least effective, in terms of students' ability to recall information following an instruction session. On short term retention of information with no reinforcement of material presented during the instruction session, the situation apparent on immediate recall persisted but differences in effectiveness were less marked. On long term retention of information, with no reinforcement, the effect of the five teaching methods was virtually indistinguishable.

Ramp It Up

2018 ◽  
Vol 45 (4) ◽  
pp. 302-311 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Jana Hackathorn
Keyword(s):  
Teaching Methods ◽  
Course Design ◽  
Methods Course ◽  
Front Face ◽  
Models Of Teaching ◽  
Term Retention ◽  
Long Term Retention ◽  
Introductory Class ◽  
Future Work

The introductory psychology (Intro Psych) course is the bedrock of the psychology major and the front face of our discipline. The class not only provides a foundation for students in the major but also provides a comprehensive portrait of the discipline for nonmajors. Despite a sizable body of research focused on pedagogy related to the introductory class, there are many questions that remain unanswered. We provide a comprehensive review of scholarship related to the Intro Psych course and discuss current practices and concerns related to textbook options, as well as teaching methods, course design, assignments to help students learn, and students’ learning outcomes. Finally, we provide five major suggestions for future work. We charge researchers to identify major bottlenecks to learning, design multisite studies, measure moderators of learning, assess long-term retention, and design/assess different models of teaching Intro Psych.

Comparison of lecture and team-based learning in medical ethics education

2017 ◽  
Vol 26 (3) ◽  
pp. 903-913 ◽  
Author(s):  
Levent Ozgonul ◽  
Mustafa Kemal Alimoglu
Keyword(s):  
Medical Ethics ◽  
Student Satisfaction ◽  
Ethics Education ◽  
Knowledge Retention ◽  
Short Term ◽  
Learner Engagement ◽  
Medical Ethics Education ◽  
Team Based Learning ◽  
Long Term Retention

Background: Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Research question: Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? Research design: This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Findings: Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Discussion: Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Conclusion: Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

scholarly journals Ill Effects of Smoking: Baseline Knowledge among School Children and Implementation of the “AntE Tobacco” Project

2011 ◽  
Vol 2011 ◽  
pp. 1-7
Author(s):  
Salim Surani ◽  
Raghu Reddy ◽  
Amy E. Houlihan ◽  
Brenda Parrish ◽  
Gina L. Evans-Hudnall ◽  
...  
Keyword(s):  
Educational Program ◽  
Short Term ◽  
Educational Objectives ◽  
Item Questionnaire ◽  
Term Retention ◽  
Baseline Knowledge ◽  
Long Term Retention ◽  
Tobacco Education

Introduction. Cigarette smoking contributes to the deaths of more than 400,000 Americans annually. Each day >3,000 children and adolescents become regular smokers. This paper details a new antitobacco educational program titled “AntE Tobacco”Method. Children in grades 1–3 were administered a 10-item questionnaire to ascertain their baseline knowledge about the ill effects of smoking, shown an educational cartoon video depicting the ill effects of tobacco, and given a story book based on the video. At the end of video, children were administered a questionnaire to determine short-term recall of the antitobacco educational objectives of the program. Four to 6 weeks later, the children were then administered a follow-up survey to determine long-term retention of the anti tobacco educational program.Result. Eighty two percent of the children answered the outcome questions correctly immediately following the video. At follow-up, 4–6 weeks later, 83% of children answered all questions correctly.Conclusion. The anti tobacco education program used in this study effectively conveyed most of the educational objectives. The results of this study indicate that a multimedia (i.e., video and book) educational program can be used to educate and reinforce anti tobacco messages. This program may be very useful as a part of a comprehensive anti tobacco curriculum in school systems.

Age, Word Imagery, and Delay Interval: Effects on Short-Term and Long-Term Retention

1975 ◽  
Vol 30 (3) ◽  
pp. 312-318 ◽  
Author(s):  
R. H. Bruning ◽  
I. Holzbauer ◽  
C. Kimberlin
Keyword(s):  
Delay Interval ◽  
Short Term ◽  
Term Retention ◽  
Long Term Retention

scholarly journals The impact of side effects on long-term retention in three new antiepileptic drugs

Seizure ◽  
2009 ◽  
Vol 18 (5) ◽  
pp. 327-331 ◽  
Author(s):  
Hans P. Bootsma ◽  
Lukas Ricker ◽  
Yechiel A. Hekster ◽  
Jacques Hulsman ◽  
Danielle Lambrechts ◽  
...  
Keyword(s):  
Side Effects ◽  
Antiepileptic Drugs ◽  
New Antiepileptic Drugs ◽  
Term Retention ◽  
Long Term Retention ◽  
The Impact

scholarly journals Inductive Learning: Does Interleaving Exemplars Affect Long-Term Retention?

2013 ◽  
Author(s):  
Norehan Zulkiply ◽  
Jennifer S Burt
Keyword(s):  
Inductive Learning ◽  
Study Phase ◽  
Case Based Reasoning ◽  
Short Term ◽  
Actual Performance ◽  
Term Retention ◽  
Mixed Factorial Design ◽  
Long Term Retention ◽  
Case Based

Purpose – The present study investigated whether or not the benefits of interleaving of exemplars from several categories vary with retention interval in inductive learning.   Methodology – Two experiments were conducted using paintings (Experiment 1) and textual materials (Experiment 2), and the experiments used a mixed factorial design. Forty students participated in each experiment for course credit. In each experiment, participants studied a series of exemplars from several categories which were presented massed and interleaved, and later their induction was tested either shortly after the study phase (short-term retention) or after a week’s delay (long- term retention).   Findings – Consistent with findings from previous studies, the interleaving effect was found in the short-term retention condition, and crucially, the present study provided the initial evidence that interleaving of exemplars also affected long-term retention. Interestingly, massing was judged to be more effective than spacing (interleaving) in most groups, even when actual performance showed the opposite.   Significance – The present study shows that interleaved exemplars have considerable potential in improving inductive learning in the long term. For example, induction is used in case-based reasoning which requires one to start with learning from specifi c cases, and then form generalizations of these cases by identifying the commonalities between them. In order to enhance long-term retention, educators may want to consider using interleaved presentation rather than massed presentation in teaching examples or cases from a particular category or concept.

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