Long-term Knowledge Retention Research Articles

Second Language Attrition and The Savings Paradigm: An exploration of long-term retention of a minority language learned in an educational context.

Explorations of attrition attempt to gain insight into linguistic representations in the brain and to understand what supports the consolidation of information in memory so that language knowledge is retained, even after long periods of language disuse. In this study the role of extra-linguistic factors in influencing levels of knowledge retention over a long period of incubation is investigated along with the question if support for savings can be found, i.e., is seemingly forgotten knowledge in fact still intact and, therefore, may be accessed again. Four adults from Ireland currently living in Germany who had not had contact with the Irish language in approximately 30 years were tested on their knowledge of Irish lexical items and interviewed in depth on their experiences of learning Irish. Understanding language loss has important implications for the L2/FL education domain and pedagogy. If it can be established what impacts greater retention of knowledge, teaching curricula and methodologies can be revised accordingly to make them more effective with respect to long-term knowledge retention.

Comparing the effectiveness of AR training and slide-based training: The case study of metro construction safety

Metro construction poses significant risks and is prone to severe safety accidents. Safety training is critical to mitigate risks and reduce the number of accidents, as it allows workers to enhance their skills in risk identification, risk assessment, and risk response and ultimately reduce accidents. However, traditional training methods used today, such as slide presentations, videos, or text-based materials, provide a passive learning environment, which can limit their effectiveness in knowledge transfer. Augmented Reality (AR) has emerged as a promising tool for training, allowing trainees to have an active learning environment. Nevertheless, research on assessing the effectiveness of AR safety training while comparing it with traditional methods is still limited. This study aims to compare the short-term and long-term effects on objective performance measures and subjective evaluations of both traditional and AR training. This is done by developing a new AR safety training for metro construction and comparing it with an equivalent slide-based safety training with 72 participants divided into two training groups. The selected safety case study covers the entire safety risk management process, including risk identification, risk assessment, and risk response. Results indicate that AR training is more effective than traditional training in terms of short-term knowledge acquisition of risk identification and long-term knowledge retention of risk identification, risk assessment, and risk response. These findings can have implications for the design of future safety training guidelines and recommendations.

Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial.

Dental education in India predominantly relies on traditional lecture-based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long-term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates. This single-blind randomized controlled trial (CTRI/2023/10/059347), conducted in Belagavi, India, involved 90 dental students who were equally distributed into control (LBL) and test (lecture followed by SRL demonstration) groups after randomization. Rigorous expert review ensured the quality of PowerPoint presentation and mobile flashcard contents. Knowledge assessments were conducted at baseline, first, and third months using a validated and reliable questionnaire. A perception survey on learning techniques was administered after the first month. Analysis methods included descriptive analysis, Pearson's chi-square test, independent t-test, and repeated measures ANOVA with Bonferroni's post hoc test. The pre- and post-intervention knowledge showed no significant differences, but the SRL group exhibited significantly higher retention at both first month (p ≤ 0.001) and third months (p ≤ 0.001) than the LBL group. Repeated measures ANOVA revealed significant pairwise differences in mean knowledge scores in SRL group. Students had significantly favorable perception toward SRL than LBL group. SRL delivered through mobile flashcards significantly enhances knowledge retention compared to LBL among dental students. Positive student perceptions support SRL's integration into dental curricula, with implications for improving knowledge retention among them.

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

AbstractThe current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

Abstract WP262: Enhancing Stroke Knowledge Among Youth: Insights from Stroke Busters

Introduction: Educating youth about stroke can improve stroke knowledge in communities. Stroke Buster s, a 5-day program for high school students, consists of interactive stroke lectures, a mock stroke code simulation, and a hands-on thrombectomy demonstration. In 2022, we found that the program was efficacious in improving stroke knowledge using pre/post-tests. In 2023 we designed a consolidated 1-day program, and also repeated the annual 5-day summer program. We assessed pre/post-test knowledge for each workshop, long-term retention, and if teaching the program improved knowledge for prior participants. The optimal duration and format of stroke education for youth is not known. Methods: Students from three cohorts of the Yale University Pathways to Science program participated in Stroke Busters: 13 students from Summer 2022 (5-day, 90 min/day), 14 from Spring 2023 (1-day, 90 min), and 15 from Summer 2023 (5-day, 90 min/day). Student demographics of the overall Pathways to Science program were 31% White, 29% Black, 28% Hispanic, 12% Asian and <1% other. 8-question pre/post tests were administered at the beginning and conclusion of each session, as well as 8 months following the summer 2022 program. Results: Scores were similar for both summer (5-day) programs, increasing from 36.3% (pre-test) to 66.3% (post-test) in 2022 and from 41.7% to 62.5% in 2023. For the 1-day program, the scores increased from 35.7% to 62.5%. Post-test scores were similar for both the 5-day program and the 1-day consolidated program. Five students from the 2022 summer program replied to the 8-month follow up survey, resulting in an average test score of 65%, which was similar to their immediate post-test score of 66.3%. Two students from Summer 2022 (5-day) returned to teach the Spring 2023 (1-day) program, and their average test score after teaching was 87.5%. Conclusion: Stroke Busters is efficacious in promoting long-term retention of stroke knowledge among high school students; students who taught the course retain knowledge even better. The equivalence of post-test scores between the 5-day and 1-day programs offers valuable insights for resource optimization without compromising education quality.

Enhancing application and long-term retention of clinical knowledge using an extracurricular non-credit course

Background and purposeCurricular overload in doctor of pharmacy (PharmD) programs is necessitating innovative approaches to support student learning. The purpose of this study was to describe the design, delivery, and assessment of a non-credit extracurricular course that reinforced foundational concepts through the application of learning in case-based activities. Educational activity and settingA 14-week extracurricular course, designed using principles of spaced repetition and interleaving in the context of case-based exercises, was offered to third-year PharmD students. Content focused on Top 300 and over-the-counter medications, brown bag sessions/drug utilization review, and medication therapy management. Short-term course effectiveness was assessed through post-course focus groups. Longitudinal effectiveness was assessed nine months post-course using an online survey. Qualitative data were analyzed using a content analysis process with overarching themes identified. Clinical interventions identified in the post-course survey were analyzed descriptively. FindingsTwenty-four students completed the course and all assessments. Focus group themes were: (1) making connections to prior learning; (2) moving beyond memorizing facts; and (3) benefit from a low-stakes course. Students identified 162 course-linked clinical interventions during advanced pharmacy practice experiences (APPEs) in 16 different settings. SummaryStudent learning can be enhanced through integration of evidence-based teaching strategies both within and across the curriculum. This can be accomplished not only through introduction of an extracurricular course but through modification of existing courses. Providing additional opportunities for reinforcing core clinical knowledge and applying clinical decision-making in a low-stakes environment was well-received by students and helped them make clinical interventions during APPEs.

EXAMINING THE OPPORTUNITIES OF THE METAVERSE AND GAMIFICATION IN EDUCATION: benefits, and constraints

The metaverse is a technology that has great potential to transform the field of education. Specifically, the use of gamification in the metaverse offers a promising paradigm for educational purposes. To investigate the current perspectives on the potential of the metaverse in education, we conducted a literature review that focused on its advantages and limitations. To do this end, we started a specialized search in the main academic repositories, from an initial sample of 50 academic articles published in the last 5 years, 25 of them were evaluated, meeting the proposed inclusion and exclusion criteria. Our analysis revealed that the metaverse has the potential to provide new opportunities for interactive and immersive learning experiences, and gamification in the metaverse may be incorporated to improve student motivation, which may as well lead to more effective learning and better long-term knowledge retention. However, we also identified key challenges that must be addressed, such as privacy concerns and potential interference between AI and teachers. These challenges may hinder the successful implementation of the metaverse in education. Our findings highlight the need for further research to fully understand and address these challenges to ensure the successful adoption of the metaverse in education.

Is stroke knowledge retained? Four-year longitudinal data of FAST Heroes campaign

IntroductionEducational stroke programs seem to increase awareness about stroke management. However, there is a speculation that actual stroke knowledge post mass campaign implementation remains poor. The aim of the present study was to evaluate stroke knowledge retention four years post Fast Heroes program implementation, an interactive stroke educational program, in school-aged children without any follow up during this time.MethodsSeventy-eight (n = 47 had attended the program four years ago and n = 31 had never attended the program) school-aged children completed the age-adjusted online preparedness questionnaire during class four years post program implementation. The variables used to measure campaign effectiveness were knowledge of: i) stroke symptoms described in the FAST acronym (Face-Arm-Speech), ii) appropriate course of action (i.e., calling an ambulance), and iii) the European emergency number (i.e., 112).ResultsIn all questions, children that had attended the program had 14–81% greater chances to answer correctly.DiscussionThere is still knowledge gain even four years post program implementation with no follow up during that time. The design of the campaign (i.e., 5-week duration, age-appropriate exercises, cartoon animations, song and dance elements, sentimentally driven activities and 3-layer education dissemination) facilitates long-term knowledge retention and may have led to the knowledge gains observed. Broad implementation potentially as part of the annual curriculum in schools can impact community stroke knowledge and should be considered.

Astronaut Candidate, Candidate-Like, and Undergraduate Subjects Compared on Retention and Transfer.

INTRODUCTION: The present study examined long-term retention and transfer of knowledge and skills, as well as the effect of cognitive load on retention and transfer, using a sample of astronaut candidates and two comparison groups. The first comparison group, recruited from Johnson Space Center, was similar in age, education, and general health to the astronaut candidate group; the second comparison group included university undergraduate students.METHODS:This study employed two different tasks-a simple perceptual-motor task involving data entry and a complex memory updating task requiring both prospective and retrospective memory. Subjects completed multiple sessions involving both tasks over a 500-d period, with test sessions involving transfer and/or a cognitive load manipulation. For the perceptual-motor task, transfer involved changes to the stimuli that increased intrinsic cognitive load or changes to the required motoric procedures. For the memory updating task, extraneous cognitive load was increased by the addition of a concurrent secondary task.RESULTS:For both the perceptual-motor and memory updating tasks, astronaut candidates and candidate-like subjects performed more accurately, with greater speed, and were less impacted by increased cognitive load than undergraduate students. Despite the generally superior performance of astronaut candidates and candidate-like subjects, they were more likely to experience negative transfer on the perceptual-motor task, whereas undergraduate students demonstrated positive transfer.DISCUSSION:Candidate-like subjects provided a more accurate approximation of astronaut candidate performance than did undergraduate students, especially with regard to negative transfer effects and cognitive load.Kole JA, Barshi I, Healy AF, Schneider VI. Astronaut candidate, candidate-like, and undergraduate subjects compared on retention and transfer. Aerosp Med Hum Perform. 2023; 94(12):902-910.

Does active participation in a daily quiz (TOPday) improve long-term retention in biomechanics?

A daily quiz on Newtonian biomechanics has previously been shown to improve student self-confidence, enthusiasm, and test results in biomechanics courses. This study investigated whether such a quiz could also improve retention of knowledge over a longer term. Our study found that students who participated very actively in daily quizzes scored significantly better on a retention test compared to those who participated less actively or not at all. From these results, we can conclude that very active participation in a daily quiz resulted in a slight gain in the long-term retention of biomechanics knowledge.

A Comparison Between Virtual and Conventional Microscopes in Health Science Education

Virtual microscopes are computer or web-based programs that enable users to visualize digital slides and mimic the experience of using a real light microscope. Traditional light microscopes have always been an essential teaching tool in health science education to observe and learn cell and tissue structures. However, studies comparing virtual and real light microscopes in education reported learners’ satisfaction with virtual microscopes regarding their usability, image quality, efficiency, and availability. Although the use of virtual or web-based microscopy is increasing, there is no equivalent decrease in the number of schools utilizing traditional microscopes. We conducted a scoping review to investigate the comparative impact of conventional and virtual microscopes on different aspects of learning. We report a relative effect of virtual and light microscopy on student performance, long-term knowledge retention, and satisfaction. Our results show that virtual microscopy is superior to traditional microscopes as a teaching tool in health science education. Further studies are needed on different learning components to guide the best use of virtual microscopy as a sole teaching tool for health care education.

Retrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content?

ABSTRACT Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week. In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students. Additionally, we assessed the students’ perceptions of these reviewing methods. A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion. Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks. Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process. Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern.

Comparison of simulation and video-based training for acute asthma

BackgroundEmergency medicine is particularly well suited to simulation training. However, evidence for the efficacy of simulation-based medical training remains limited especially to manage high-risk cases such as acute asthma.ObjectiveThe objective of our study was to compare the performance of high-fidelity simulation (HFS) and interactive video-case challenge-based training (IVC) for final-year medical students in the management of acute asthma.MethodsThis was a prospective randomized controlled study conducted at the emergency department (ED) of Monastir University hospital ( Tunisia). 69 final-year medical students were randomized to HFS (n = 34) and IVC (n = 35) training on acute asthma topic. The study was conducted over a 1-week period. Efficacy of each teaching method was compared through the use of multiple-choice questionnaires (MCQ) before (pre-test), after (post-test) training and a simulation scenario test conducted 1 week later. The scenario was based on acute asthma management graded on predefined critical actions using two scores: the checklist clinical score (range 0 to 30), and the team skills score (range 0 to 16). Student satisfaction was also evaluated with the Likert 5 points scale. Two years after the post-test, both groups underwent a third MCQ testing to assess sustainability of knowledge.ResultsThere were no differences in age between groups. There was no statistically significant difference between the HFS and IVC groups pre-test scores (p = 0.07). Both groups demonstrated improvement in MCQ post-test from baseline after training session; the HFS MCQ post-test score increased significantly more than the IVC score (p < 0.001). The HFS group performed better than the IVC group on the acute asthma simulation scenario (p < 0.001). Mean checklist clinical score and mean team skills score were significantly higher in HFS group compared to IVC group (respectively 22.9 ± 4.8 and 11.5 ± 2.5 in HFS group vs 19.1 ± 3 and 8.4 ± 3.1 in IVC group) (p < 0.001). After 2 years, MCQ post-test scores decreased in both groups but the decrease was lower in HFS group compared to the IVC group.ConclusionHigh-fidelity simulation-based training was superior to interactive video-case challenge for teaching final year medical students,and led to more long-term knowledge retention in the management of simulated acute asthma patients.Trial registrationThe study was registered at www.clinicaltrials.gov NCT02776358 on 18/05/2016.

392 Evaluation of Assessment Strategy on Student Retention of Knowledge in Sequential Animal Science Courses

Abstract As students progress through their undergraduate education, information from previous classes culminate to lay a foundation for academic success in upper-level courses. However, there is a lack of evidence and implementation for formative assessment methods in undergraduate education. Traditional summative assessments are often cited as being high stress by students and are studied for by cramming material. Both high stress and cramming can reduce long-term knowledge retention in the average student, which is problematic when students need to retrieve this knowledge for future classes. Thus, our objective was to evaluate student knowledge retention coming from a prerequisite course divergent in assessment strategy and/or environment. The prerequisite course, ANEQ 328: Foundations of Animal Genetics, used either 4-unit exams or 16 weekly quizzes with identical questions to assess learning of course material. The course was either delivered in person or online, covered the same material, and all students received the same post-test at the end of the semester. Furthermore, in the quiz-based courses students were surveyed at the end of the semester to gather perceptions of learning with varying course formats. In the subsequent course, ANEQ 330: Principles of Animal Breeding, the same post-test from ANEQ 328 was given as a pre-test. On the pre-test, students were asked to indicate in which year and semester they completed ANEQ 328 so an assessment type and environment could be identified. Scores on the pre-test were analyzed as a measurement of retention across courses, and effects of time elapsed between courses, the type of assessment strategy used, and the physical environment in which the class was delivered were considered. Time between courses impacted retention, as students who took ANEQ 330 within two semesters of ANEQ 328 had higher scores (P &amp;lt; 0.05) than all other timepoints. Student retention was not different between students who took the prerequisite course online or in-person (7.65 ± 0.19 and 7.61 ± 0.23, respectively). Additionally, student retention was not impacted by whether the prerequisite course used quiz or exam-based assessment strategies (7.58 ± 0.16 and 7.89 ± 0.33, respectively). These data indicate that both assessment strategies are interchangeable when considering impacts on long-term retention; however, survey data showed that formative assessments, such as quizzes, are better received than summative assessments, as they help to ease testing anxiety, better pace student learning, and provide consistent feedback. Therefore, instructors may choose to use formative assessments to improve student perceptions of learning without impacting knowledge retention.

A70Novel high-fidelity Surgical Simulation Educational Program (SSEP) – a systems-based approach for enhanced patient safety

Increased pressures within the NHS, shortened learning hours and disruptions caused by the COVID-19 pandemic has significantly impacted surgical training. Current courses focus on single training levels, but errors occur through systemwide failures [1]. We developed a SSEP targeting cross specialty and team-based patient management, focused on clinical knowledge and skills, cognitive simulation, leadership and human factors based upon real life events to optimize training in a system that lacks time and exposure. A six-month pilot program was designed with monthly sessions, attended by surgical nurses, junior doctors and consultants, covering common surgical scenarios mapped to the ISCP curriculum [2], and topics highlighted through local clinical governance. Immersive interactive sessions were delivered by a dedicated consultant led education team to provide a mixed reality environment for each simulated scenario. Faculty encompassed emergency, anaesthetic and surgical consultants to facilitate realistic multidisciplinary team working. The professional identity and grade of participants were maintained during each simulation to ensure sessions were representative of real-life events with a clear mutual goal to improve knowledge and skills to transpose into safer patient care at all levels of seniority. Sessions combined simulated scenarios with structured teaching, clear learning objectives, detailed peer feedback and opportunity for juniors to complete work-based assessments with consultants. Senior trainees benefited from participation in the design and delivery of sessions providing opportunities to strengthen their leadership skills. We recorded participants pre- and post-simulation confidence, and knowledge, were measured using 5-point Likert scale feedback forms, and multiple-choice questionnaire (MCQ) paper respectively. Two-paired T analysis showed statistically significant improvements in participant confidence across all 4 simulations ( Pooled two-paired T-Test analysis of participant self-rated confidence, in managing clinical scenarios and core topics, before and after participation in 4 high-fidelity simulated scenarios, at the 95% confidence interval (*Significance α = ≤0.05). Our SSEP is an effective strategy for the improvement of trainees’ confidence and knowledge in managing challenging surgical scenarios, which actively contributes to the development of skills for clinical practice. Evaluation of long-term knowledge retention is necessary. Our ambition is to develop the program as a quality improvement project (QIP) that implements learning from significant events and demonstrate improved outcomes in these domains. We endeavour to embed this simulation training across the region. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Long-Term Retention of Advanced Cardiovascular Life Support Knowledge and Confidence in Doctor of Pharmacy Students

ObjectiveThis study aimed to evaluate the impact of American Heart Association (AHA) advanced cardiovascular life support (ACLS) education and training on long-term retention of ACLS knowledge and confidence in Doctor of Pharmacy (PharmD) students. MethodsThis multicenter study included PharmD students who received ACLS training through different means: 1-hour didactic lecture (didactic), 1-hour didactic lecture with 2-hour skills practice (didactic + skills), and comprehensive AHA ACLS certification through an elective course (elective-certification). Students completed a survey before training, immediately after training, and at least 6–12 months after training to assess demographics and ACLS confidence and knowledge. The primary outcome was a passing score, defined as ≥ 84% on the long-term knowledge assessment. Secondary outcomes included overall knowledge score and perceived confidence, assessed using the Dreyfus model. ResultsThe long-term assessment was completed by 160 students in the didactic group, 66 in the didactic + skills group, and 62 in the elective-certification group. Six (4%), 8 (12%), and 14 (23%) received a passing score on the long-term knowledge assessment in the didactic, didactic + skills, and elective-certification groups, respectively. The median (IQR) scores on the long-term knowledge assessment were 50% (40−60), 60% (50−70), and 65% (40−80) in the 3 groups. On the long-term assessment, confidence was higher in the elective-certification group, demonstrated by more self-ratings of competent, proficient, and expert, and fewer self-ratings of novice and advanced beginner. ConclusionLong-term retention of ACLS knowledge was low in all groups, but was higher in students who received AHA ACLS certification through an ACLS elective course.

Efficacy of high-fidelity simulation in advanced life support training: a systematic review and meta-analysis of randomized controlled trials

BackgroundSimulation is an increasingly used novel method for the education of medical professionals. This study aimed to systematically review the efficacy of high-fidelity (HF) simulation compared with low-fidelity (LF) simulation or no simulation in advanced life support (ALS) training.MethodsA comprehensive search of the PubMed, Chinese Biomedicine Database, Embase, CENTRAL, ISI, and China Knowledge Resource Integrated Database was performed to identify randomized controlled trials (RCTs) that evaluated the use of HF simulation in ALS training. Quality assessment was based on the Cochrane Handbook for Systematic Reviews of Interventions version 5.0.1. The primary outcome was the improvement of knowledge and skill performance. The secondary outcomes included the participants’ confidence and satisfaction at the course conclusion, skill performance at one year, skill performance in actual resuscitation, and patient outcomes. Data were synthesized using the RevMan 5.4 software.ResultsAltogether, 25 RCTs with a total of 1,987 trainees were included in the meta-analysis. In the intervention group, 998 participants used HF manikins, whereas 989 participants received LF simulation-based or traditional training (classical training without simulation). Pooled data from the RCTs demonstrated a benefit in improvement of knowledge [standardized mean difference (SMD) = 0.38; 95% confidence interval (CI): 0.18–0.59, P = 0.0003, I2 = 70%] and skill performance (SMD = 0.63; 95% CI: 0.21–1.04, P = 0.003, I2 = 92%) for HF simulation when compared with LF simulation and traditional training. The subgroup analysis revealed a greater benefit in knowledge with HF simulation compared with traditional training at the course conclusion (SMD = 0.51; 95% CI: 0.20–0.83, P = 0.003, I2 = 61%). Studies measuring knowledge at three months, skill performance at one year, teamwork behaviors, participants’ satisfaction and confidence demonstrated no significant benefit for HF simulation.ConclusionsLearners using HF simulation more significantly benefited from the ALS training in terms of knowledge and skill performance at the course conclusion. However, further research is necessary to enhance long-term retention of knowledge and skill in actual resuscitation and patient’s outcomes.

Effectiveness of Field Simulation Approach for Problem-Based Learning That Incorporates the One Health Concept

One Health problem-based learning (PBL) is known as an effective method in teaching zoonotic diseases. However, the classic classroom setting limits real-life exposure for students. Simulation-based learning may improve the learning experience without exposing the students to unnecessary risks. Hence, this study aimed to assess the effectiveness of field simulation PBL compared to a classic classroom setting using a module developed based on the One Health concept by examining the students’ reactions towards the learning and by assessing the students’ performance. A quasi-experimental design was adopted in this study. Veterinary and medical undergraduate students participated in both types of PBL settings, and their knowledge and satisfaction were evaluated through a pre- and post-test as well as a feedback survey. The mean satisfaction score of students undergoing field simulation was significantly higher than the mean satisfaction score of students undergoing classic PBL ( p &gt; .05). The respondents from both programmes found the field simulation, in comparison to classic PBL, was more effective, and they were more satisfied with the overall learning experience, workloads, and facilitation. The attainment of the cognitive domain was comparable between both PBL groups which possibly due to the type of assessment used. In conclusion, field simulation enhanced the students’ positive learning experiences as they exhibited better attitudes towards learning. Future studies on the impact of the simulation on long-term knowledge retention and psychomotor skills are thus warranted.

Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes

The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: n = 74; digital: n = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (Rel = 0.72). Both interventions significantly increased knowledge (analog and digital: p &lt; 0.001; Cohen’s d: danalog = 0.59, ddigital = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: p = 0.619; digital: p = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options.

Exploring basic science knowledge retention within a cohort of undergraduate medical students in the United Kingdom: A longitudinal study.

Clinical reasoning is reliant on students having acquired a strong foundation in the basic sciences. However, there remains uncertainty regarding whether medical students are maintaining this knowledge over the span of their degrees. Therefore, this project aimed to assess long-term retention of basic science knowledge within a cohort of students from an undergraduate medical school in the United Kingdom (UK). This longitudinal study followed a cohort of students, from their first to final year. In their final year, participants sat a bespoke formative basic science knowledge assessment that utilised 46 single-best-answer questions. To examine for long-term attainment differences, these scores were compared with those achieved in first-year assessments. Of the eligible students, 40% partook in the study (n= 22). Comparing assessment scores highlighted an enhancement in overall basic science knowledge between first and final year (p< 0.01). Although most basic science domains remained unchanged between both time points, anatomy and physiology scores increased (p= 0.03 and p= 0.02, respectively), whereas biochemistry scores were the only ones to decrease (p= 0.02). This project provides insight into how well students are retaining the basic sciences during their studies. Underperforming science domains were identified, alongside pedagogical explanations for their individual shortcomings; for instance, students' perceived relevance of a domain is seen as a driver for its retention. Subsequently, a group of recommendations were derived to reinforce the most affected domains. The inclusion of more questions on the underperforming sciences, in clinically focussed assessments, is one such suggestion.