scholarly journals The effects of test-enhanced learning on long-term retention in AAN annual meeting courses

Neurology ◽  
2015 ◽  
Vol 84 (7) ◽  
pp. 748-754 ◽  
Author(s):  
D. P. Larsen ◽  
A. C. Butler ◽  
W. Y. Aung ◽  
J. R. Corboy ◽  
D. I. Friedman ◽  
...  
Keyword(s):  
Annual Meeting ◽  
Term Retention ◽  
Test Enhanced Learning ◽  
Long Term Retention ◽  
Enhanced Learning

scholarly journals Comparative effects of test-enhanced learning and self-explanation on long-term retention

2013 ◽  
Vol 47 (7) ◽  
pp. 674-682 ◽  
Author(s):  
Douglas P Larsen ◽  
Andrew C Butler ◽  
Henry L Roediger III
Keyword(s):  
Term Retention ◽  
Test Enhanced Learning ◽  
Long Term Retention ◽  
Enhanced Learning

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

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

The Relative Potency of Study and Test Trials in Enhancing Long-Term Retention

2013 ◽  
Author(s):  
Henry L. Roediger ◽  
John F. Nestojko
Keyword(s):  
Relative Potency ◽  
Term Retention ◽  
Long Term Retention

Long-Term Retention of Conditioned Aversion to Colored Water in Bobwhite Quail

1973 ◽  
Author(s):  
Hardy C. Wilcoxon ◽  
James E. Dwyer
Keyword(s):  
Conditioned Aversion ◽  
Bobwhite Quail ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention
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