Spaced education improves the retention of clinical knowledge by medical students: a randomised controlled trial
Spaced education improves the retention of clinical knowledge by medical students: a randomised controlled trial
复制标题
DOI：
10.1111/j.1365-2929.2006.02644.x
复制
发表时间：
2007-01-01
影响因子：
6
通讯作者：
Federman, Daniel D.
中科院分区：
文献类型：
--
作者：
Kerfoot, B. Price;DeWolf, William C.;Federman, Daniel D.
学员学到的医学知识往往很快就会忘记。如何调整教育过程，将学习转化为长期记忆？我们调查了是否“间隔教育”，包括每周电子邮件的情况下，临床问题，可以提高学生的learning.During 2004-5手术clerkships，三年级学生完成了强制性的1周临床旋转泌尿学和验证基于网络的教学计划4个核心泌尿学主题的保留。间隔教育电子邮件构建所有4个主题的基础上，经验证的泌尿外科课程。每一个都包括一个简短的临床相关问题或临床病例情景，采用多项选择题的形式，然后是答案、教学要点总结和答案的解释。在完成泌尿外科轮转后，学生被随机分配接受每周通过电子邮件发送的4个泌尿外科主题中仅2个的病例情景。学生完成了一个验证的28项测试（克朗巴赫的α = 0.76）的所有4个主题之前，之后的旋转和在学年结束。随机队列之间的基线特征无显着差异。间隔教育显著提高了年终综合考试成绩（P < 0.001，配对t检验）。间隔教育电子邮件的影响是最大的那些学生谁完成了他们的泌尿外科教育6-8和9-11个月前（科恩的效应量分别为1.01和0.73）。间隔教育包括临床情景和问题，通过电子邮件每周分发可以显着提高学生的医学知识的保留。
Medical knowledge learned by trainees is often quickly forgotten. How can the educational process be tailored to shift learning into longer-term memory? We investigated whether 'spaced education', consisting of weekly e-mailed case scenarios and clinical questions, could improve the retention of students' learning.During the 2004-5 surgery clerkships, 3rd-year students completed a mandatory 1-week clinical rotation in urology and validated web-based teaching programme on 4 core urology topics. Spaced educational e-mails were constructed on all 4 topics based on a validated urology curriculum. Each consisted of a short clinically relevant question or clinical case scenario in multiple-choice question format, followed by the answer, teaching point summary and explanations of the answers. Students were randomised to receive weekly e-mailed case scenarios in only 2 of the 4 urology topics upon completion of their urology rotation. Students completed a validated 28-item test (Cronbach's alpha = 0.76) on all 4 topics prior to and after the rotation and at the end of the academic year.A total of 95 of 133 students (71%) completed the end-of-year test. There were no significant differences in baseline characteristics between randomised cohorts. Spaced education significantly improved composite end-of-year test scores (P < 0.001, paired t-test). The impact of the spaced educational e-mails was largest for those students who completed their urology education 6-8 and 9-11 months previously (Cohen's effect sizes of 1.01 and 0.73, respectively).Spaced education consisting of clinical scenarios and questions distributed weekly via e-mail can significantly improve students' retention of medical knowledge.