Student Knowledge Retention Research Articles

An intensive anatomy by whole-body dissection elective: A longitudinal study.

Whole body dissection, once a long‐held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time‐reduced methods of teaching. This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive eight‐week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing a modified team‐based learning (TBL) pedagogy. A total of 160 students completed the intensive full‐time courses. During each course, students, in groups of five or six, completed the dissection of a whole cadaver. Students were assessed by a standardized practical test involving the accurate identification of 20 different tagged anatomical structures. All students (n = 160) completed pre‐course and end‐course individual assessments. Seventy students were assessed again 1 month after the course ended. A further 71 students were assessed 7 months later. A marked increase in topographical relational anatomical knowledge was demonstrated. The median pre‐course score was 9/20 (interquartile range 5). The median end‐course score was 19/20 (IQR 2), a statistically significant increase (p < 0.001). The assessments for the 70 students reassessed 1 month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed 7 months later also showed no significant statistical change. The results of this study demonstrate that AWBD, provides significant acquisition and maintenance of three‐dimensional regional relational anatomical knowledge. As an elective, AWBD has a place in the medical curricula, particularly for students interested in a surgical or procedural based specialty career.

Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module and laboratory exercise for natural resource science students. The study used a series of reusable learning objects (RLOs) to assess students’ prior knowledge of remote sensing and UAVs. Students were taught the steps of UAV data acquisition and processing through lectures and UAV simulation videos. Students applied this knowledge by completing a laboratory exercise that used previously collected UAV data. Student knowledge retention and understanding were evaluated using an online quiz to determine the effectiveness of the education module. The average quiz score was 92%, indicating that the UAV laboratory exercise effectively taught students about UAV data acquisition and processing for natural resource research. Overall, students expressed positive opinions about the UAV education module. Student feedback indicated that the laboratory exercise was engaging, but some students would have preferred a hands-on experience for some parts of the exercise. However, in-person UAV instruction may not be accessible for all educators because of UAV cost or lack of instructor training. This study provides educators with crucial recommendations for designing UAV exercises to improve access to UAV-related educational content. This study indicates that online training can effectively introduce students to UAVs. Given the wide range of UAV uses across STEM fields, students in many STEM disciplines would benefit from UAV education.

Utilizing an optional cumulative examination in a skills-based lab course series to assess student performance and knowledge retention

IntroductionIn the doctor of pharmacy curriculum, students are subjected to scenarios where success is contingent upon accurate retention of information learned during class. To provide incentive to students and simultaneously gauge student retention of course material, an optional honors examination was created for a skills laboratory course. The objectives of this research were to determine student pharmacist performance on the examination and to assess student pharmacist interest and motivation for taking (or not taking) the optional examination. MethodsAn optional comprehensive honors examination was implemented simultaneously within a laboratory course series. Student performance was analyzed across cohorts and students were given a web-based survey prior to the examination to gauge initial interest and engagement. A second survey was conducted after the examination to identify motivation for taking the optional examination. Surveys were analyzed using quantitative and qualitative methods. ResultsThere were 238 responses to the initial survey (47%) and 183 (96%) responses to the post-examination survey. Common topics of motivation for taking the examination included enhancing transcripts, gauging their own retention, and assessing readiness for experiential activities. One hundred sixty-one students participated in the optional examination, and 65 achieved a score of 90% and the honors designation. The majority (96%) of students who chose to take the examination thought the activity was valuable to their education. ConclusionsAn optional comprehensive honors examination is one method of evaluating student retention of course material and provides an opportunity for students to set themselves apart from colleagues with an honors designation.

379. Virtual reality learning: a randomised control trial assessing medical student knowledge of fetal development

Introduction: Virtual reality (VR) is a technology that offers an immersive experience to promote discovery and exploration of personal knowledge, and an opportunity to learn by doing, develop creativity, and increase understanding of invisible concepts. Aim: We aimed to investigate whether a VRLE enhanced student understanding and retention of knowledge compared with a traditional tutorial. Methods: This randomised controlled trial involved medical students from the University College Dublin, Ireland.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

High-Fidelity Patient Simulation Incorporated Into a Flipped Classroom Improves Students' Long-Term Knowledge Retention of Acute Organophosphorus Pesticide Poisoning.

The flipped classroom (FC) approach and high-fidelity patient simulation (HFPS) training have shown promising effects in short-term acquisition or long-term retention of knowledge in medical education. In this study, we aimed to explore the incorporation of HFPS into the FC and the impact on the long-term (3 months after classes) knowledge retention of medical undergraduate students learning about acute organophosphorus pesticide poisoning (AOPP). Eighty-two fifth-year medical students were randomly divided into an HFPS group (HG, n = 40) and an FC group (FG, n = 42). A postclass quiz and preinternship quiz were performed to assess the short-term knowledge acquisition and long-term (3 months after classes) knowledge retention of both groups of students. Feedback questionnaires were administered immediately after the class and before the internship to assess the students' self-perceived competency. In the postclass quiz, the scores achieved by the students from the HG and FG were 15.58 ± 2.69 and 14.62 ± 2.19, respectively. No significant difference was found between the 2 groups (P = 0.19). In the preinternship quiz, the scores achieved by the students from the HG (14.50 ± 2.16) were significantly higher than those achieved by the students from the FG (11.40 ± 2.07, P < 0.001). There was no significant difference between the postclass quiz and preinternship quiz scores achieved by the HG students (P = 0.05). However, scores in the preinternship quiz showed a significant decline compared with the postclass quiz for the FG students (P < 0.001). Students in the HG gave significantly higher scores for self-perceived confidence in dealing with AOPP patients in the forthcoming internship on the postclass and preinternship questionnaires. The incorporation of HFPS into the FC approach could improve students' long-term knowledge retention of AOPP and enhance their confidence in caring for these patients in their internship.

Gauging Long-Term Knowledge Retention of Forensic Science: A Follow-Up Study of College Students Who Participated in a Crime Scene Simulation

This is a long-term follow-up to a prior study which found that simulations enhance knowledge retention of undergraduate students who had participated in a mock crime scene. Employing the qualitative method, three participants from the original research were interviewed 1- to 3-years later and asked a series of questions relating to their coursework on forensic science. Findings revealed that long-term knowledge of the major theories relating to the subject domain remained stable over time. It was only the responses to questions regarding specific terminology that presented a gradual decline which is consistent with the decay of semantic memory. Furthermore, each of the subjects were able to recall exactly when during the mock crime scene that they experienced or solved the interview question posited. The ability to trace back and pinpoint the task that prompted the learning and reinforcement of the concept is aligned with episodical memory. Overall, the results indicated that classroom simulations improve long-term knowledge retention of forensic science students.

A Lost Opportunity: The Use of Unorthodox Training Methods for Prehospital Trauma Care.

Prehospital trauma care guidelines and instruction have advanced significantly over the past 20 years. Although there have been efforts to create a standardized approach to instruction, the use of unorthodox techniques that lack supporting evidence persists. Many instructors use unrealistic scenarios, "no-win" scenarios, and unavoidable failing situations to train students. Doing so, however, creates student confusion and frustration and can result in poor skill acquisition. These training techniques should be reconsidered, with focus placed instead on the development of technical skills and far skill transfer. Knowing when to apply the appropriate type and level of stress within a training scenario can maximize student learning and knowledge retention. Furthermore, modalities such as deliberate practice, cognitive load theory (CLT), and stress exposure training (SET) should be incorporated into training. To improve delivery of prehospital trauma education, instructors should adopt evidence-based educational strategies, grounded in educational and cognitive science, that are targeted at developing long-term information retention as well as consistent, accurate, and timely life-saving interventions.

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

This study investigates the relationship between take-home (open-book) examinations (THE) and in-class (closed-book) examinations (ICE) on academic performance and student wellbeing. Two social science courses (one bachelor and one master) were included in the study. In the first cohort (2019), students from both courses performed an ICE, whereas students in the second cohort (2020) performed a THE. Four to six months following course completion, students were approached to fill out a survey pertaining to their academic performance and wellbeing during the course, and to complete a test measuring knowledge retention on the course materials. No significant differences were found between the ICE and THE cohorts in academic performance and knowledge retention for either the bachelor or the master students. Bachelor students who completed a THE in 2020 reported significantly lower wellbeing in comparison to their peers completing the ICE a year earlier. The implications of the results in the context of the Covid-19 pandemic are discussed.

The Effect of a Microlearning Module on Knowledge Retention in Surgery Clerkship Students

Ichiuji, Brynne A. BA; DeAngelis, Erik J. MD; Corpodean, Florina MD; Thompson, Jamie MD; Arsenault, Lauren MS; Vaziri, Khashayar MD, FACS; Lee, Juliet MD, FACS; Jackson, Hope T. MD, FACS Author Information

Using quizzes to provide an effective and more enjoyable dental education: A pilot study.

Increasingly, dental education is using digital strategies to deliver teaching; however, not all of these learning materials are engaging and effective. To evaluate the perception and knowledge retention of undergraduate dental students after using two different digital learning tools: quizzes and PDF. Thirty-three students from a Dental School in the United Kingdom took part in the research. They received learning material derived from the Prosthodontic (Kennedy classification) or Paediatric dentistry content (Tooth classification). The same content was delivered in two different formats: quiz game (n=17) and PDF file (n=16). The PDF file had ten images and their classifications, whilst the quiz had the same images with a question about the classification, along with alternatives (single best answer). All students gave similar performances on the knowledge assessment; however, their perception about the learning material differed. Students using quizzes (88%) agreed that they were fun and an interesting way of learning, while only 37.5% had this opinion about PDF material (p=.002). When using quizzes, learners were more motivated and confident. They would frequently recommend quizzes to other colleagues; however, the use of PDF was not suggested as frequently (p=.039). As a learning strategy, 100% of the students using quizzes wanted more of the same to study other dental subjects. This was not the case with the PDF format (p=.005). Despite quizzes and PDF files resulting in a similar understanding of dental subjects, learners prefer quizzes to supplement their studies. Educators should consider using this interactive digital tool to engage students, instead of PDF files.

206Clinical Epidemiology Knowledge Retention in Accelerated Teaching and Learning

Abstract Background Accelerated courses continue to be part of the changing landscape in medical education despite limited evidence to support their efficacy in relation to knowledge retention. The purpose of this study was to determine if a difference in knowledge retention exists over time between students enrolled in a traditional versus an accelerated clinical epidemiology course. Methods The current study incorporated an epidemiologic prospective cohort design. The course in clinical epidemiology focused on evidence-based decision making for diagnostic and therapeutic research methods and problem-based learning. Knowledge retention was assessed at four-times points (baseline, three, six and 12 months) for students enrolled in either traditional (13 weeks) or accelerated (1 week) courses. Linear mixed-effect regression modeling was incorporated to examine the change in trajectory of knowledge retention over four points in time between students enrolled in traditional and accelerated teaching formats. Results A significant main effect of traditional versus accelerated course format on retention of knowledge over time was not found (β=-0.341, p = 0.410), suggesting that knowledge retention is not compromised regardless of teaching format. Furthermore, the greatest diminished knowledge retention was observed between baseline and 12 months (β = 10.595, p &amp;lt; 0.0001), followed by three months (β = 3.864, p &amp;lt; 0.0001) and six months (β = 1.180, p &amp;lt; 0.0001). Conclusion This study determined that accelerated course format does not compromise short- and long-term clinical epidemiology knowledge retention in students. Key message University administrators and faculty should not be suspicious of knowledge retention issues in accelerated courses and should endorse accelerated learning opportunities.

Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students

AbstractThe i‐NATURE (Indigenous iNtegration of Aquatic sciences and Traditional Ecological Knowledge for Undergraduate culturally Responsive Education) is a culturally relevant, project‐, and place‐based curriculum that included extensive applied research experience contextualized for specific Indigenous communities. The program developed a model for incorporating Traditional Ecological Knowledge into STEM undergraduate education which included direct participation of several Indigenous communities in the Pacific Northwest region of the United States. After implementation of the i‐NATURE model, we tested whether the inclusive pedagogical strategies used in our intervention improved retention and learning outcomes for the students who participated in the i‐NATURE program. We report a highly significant difference in annual retention and mean course grade point average in the Environmental Science and Studies Programs pre‐ and post‐implementation of the i‐NATURE curriculum. We also report an increase in student interest in pursuing STEM careers and the impacts of the i‐NATURE curricula on two undergraduate participants. This study indicates that academic and research experiences in STEM higher education programming, that incorporates cultural relevant ways of knowing and is reflective of Indigenous community values, can improve student success outcomes and garner interest in pursuing STEM careers.

Basic life support education: the impact of lecture-demonstration in undergraduate students of health sciences

Background: Cardiopulmonary arrest (CPA) is a severe public health problem and a leading cause of death worldwide. According to the American Heart Association (AHA), basic life support (BLS) is the bedrock for improving people's survival after a cardiac arrest, and cardiopulmonary resuscitation is crucial. Through scientific evidence, empowering health professionals focuses on education in resuscitation is vital to identify and attend a CPA victim. In Brazil, there is a lack of data that evaluates the BLS knowledge of health science students. This study analyzed the knowledge retention of medicine, nursing, and physiotherapy students after one year of having a lecture-demonstration on BLS. Method: Longitudinal study. Undergraduate students of health science participated in the data collection and answered a questionnaire based on BLS following AHA guidelines. Data were collected during two consecutive years, in three different moments (an assessment, a test after a lecture, and an assessment test one year later). Results: The group improved its score after the class on BLS; the number of correct answers doubled (p &lt;0.001); however, one year later, that score decreased significantly (p &lt;0.001). Conclusion: No retention of knowledge in health sciences students after a year of a lecture-demonstration on BLS.

3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

Effects of Near-Peer CPR Workshop on Medical Students’ Knowledge and Satisfaction

Background: The acquisition of competencies in cardiopulmonary resuscitation (CPR) among medical students requires specific and up-to-date training. In this study, a near-peer workshop group was used to assess the effects of cardiopulmonary resuscitation training on students’ satisfaction, acquisition, and retention of CPR knowledge. Methods: This quasi-experimental study using repeated measure analysis design was conducted with 120 medical students at the Birjand University of Medical Sciences, Iran. The educational content was presented in six workshop sessions under the supervision of a near-peer group. A questionnaire was used to assess demographics, knowledge, and satisfaction. Data analysis was conducted using SPSS 14. Results: The mean knowledge scores of participants 6.8±2.7, 16.1± 2.6, and 13.5±4.0 before, immediately, and two months after the workshop, respectively. These results showed that the mean knowledge score significantly increased immediately after the training. Although the mean scores fell slightly by two months after the intervention, they remained significantly higher than before the workshop. The satisfaction level of all the students of this method was reported as good. Conclusion: In accordance with the positive effects of collaborative learning methods in the teaching-learning process, we used a novel and efficient collaborative method to improve the quality of cardiopulmonary resuscitation (CPR) training. CPR training with a near-peer group had a positive impact on student knowledge acquisition, knowledge retention, and learning satisfaction. Therefore, this method may be a useful way to conduct such training workshops.

A Large‐Scale Virtual Reality Deployment for Distance Education in Human Anatomy

The arrival of COVID‐19 and accompanying restrictions posed many challenges to education communities worldwide. In response, a large‐scale virtual reality (VR) course was constructed and deployed at Colorado State University for a remote human anatomy course. Enrolled students received a VR capable laptop and head‐mounted display and participated in synchronous online laboratory and recitation sessions. The program enabled students to work collaboratively in a common virtual space and learn human anatomy from digital cadavers and volumized medical data (CT and MRI). We hypothesized that VR is an effective method to increase student engagement and knowledge acquisition in human anatomy. Qualitative data was collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships when using VR and two‐dimensional (2D) methods. Results suggested that using VR matched 2D methods in terms of student knowledge acquisition and retention of anatomical relationships. Qualitative data indicated that VR enhanced student engagement and increased opportunities for students to interact with teaching assistants, peers, and the content. Students further reported the unique aspects of the VR program allowed them to explore the content in novel ways. There was a statistically significant increase in student examination scores when compared to previous in‐person laboratories. Overall, the virtual classroom maintained the rigor of traditional gross anatomy laboratories without negatively impacting student examination scores and provided a high level of accessibility, without compromising learner engagement. This novel approach provides a highly engaging and interactive solution to distance education.

Incorporation of a clinically oriented case study into a multi‐subject medical school block increased student engagement in a remote learning environment

At Texas Tech University Health Sciences Center School of Medicine, our curriculum begins with rigorous and fast-paced basic science blocks followed by clinical clerkships. During the first semester of the first year, medical students take a combined Biochemistry, Cell Biology and Histology block (called BCT) after successfully finishing an anatomy block. Historically, the medical students have had difficulties in both assimilating the amount of content presented and in appreciating how the topics covered in BCT help them better understand the pathophysiology and treatment of diseases. Further, because the COVID-19 environment prompted a change from a categorical to a Pass/Fail grading system and shifted the delivery of didactic material from in-person to remote learning, retention of student engagement became a priority. It has been demonstrated by others that using clinical correlations to teach basic science concepts is an effective way to enhance student engagement and retention of basic science knowledge. The primary hypothesis for this study was that student engagement and interest in basic science knowledge would be enhanced by the incorporation of a clinically oriented, case-based exercise. A second hypothesis was that students would be able to apply information provided during lectures to successfully complete it. The BCT block is 8 weeks long and consists of 3 units primarily focused on medical biochemistry (unit 1), cell biology (unit 2) and histology (unit 3). The case study, focused on diabetes, was designed to run as a “thread” through all of the units and build in complexity with each unit in order to better understand the pathophysiology of this disease. The case was revealed progressively in three units, each of which consisted of a portion of an hypothetical scenario and a matched, five-question quiz that was offered both at the beginning and the end of each unit. The correct answers were given to the students after completion of each post-quiz. To enhance student participation, 2% was added to their grade after successful completion of at least 3 quizzes. Comparison of the pre- and post-quiz data revealed that for units 1 and 3, students scored significantly higher on post-quizzes as compared to pre-quizzes (unit 1- 86% vs 48%, a 78% change, and unit 3- 66% vs 61%, an 8.9% change). For unit 2, there was a trend toward significance; however, the average post-quiz score (87% vs 83%, a 4.5% change) was not significantly different from the pre-quiz score (p=0.07). Students responded favorably to the exercise (as reported in an end-of-block survey), wherein it was ranked higher as a learning resource than any of the recommended textbooks or atlases. Collectively, these data reveal that addition of a case study effectively enhances students' learning of the didactic material as well as their ability to apply basic science knowledge to a clinical case-based scenario.

The Effects of Online Assignments and Weekly Deadlines on Student Outcomes in a Macroeconomics Course

This study examined how weekly, externally set deadlines affected the completion of adaptive learning assignments and student outcomes in an introductory macroeconomics course. We imposed different deadline schemes for the same adaptive learning assignments in two sections of the course. One section was given flexible deadlines and the other section was given rigid weekly deadlines. We found that weekly deadlines did not affect assignment completions or total points earned on unit exams. We investigated how the adaptive learning assignments affected student retention of material. A measure of staying on pace in the course provided a positive effect on the comprehensive final exam for students with weekly deadlines. The weekly deadlines may not have influenced assignment completions but consistent engagement with the flow of topics through the course increased student knowledge retention. Regardless of deadline type, completions of adaptive learning assignments positively affected outcomes on the unit exams and final exam. JEL Classifications: A20, A22

A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students

Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge retention in students over the course of a semester, using two different types of homework systems—the adaptive-responsive system and the traditional-responsive system. Two sections of a first semester general chemistry course were investigated, with one section using the adaptive-responsive system and the other using the traditional-responsive system. Students’ grades on cumulative exams were compared across both sections, and it was found that students using the adaptive-responsive system scored significantly higher on the exams and retained significantly more information than the students in the other section. The results of this study should help inform the choices educators make regarding the homework system they choose to use, or even which parts of the different systems they choose to use or not to use based on the outcomes they would like for their student population.