Long-term Knowledge Retention Research Articles

Small Sets of Novel Words Are Fully Retained After 1-Week in Typically Developing Children and Down Syndrome: A Fast Mapping Study.

Down syndrome (DS) is a population with known hippocampal impairment, with studies showing that individuals with DS display difficulties in spatial navigation and remembering arbitrary bindings. Recent research has also demonstrated the importance of the hippocampus for novel word-learning. Based on these data, we aimed to determine whether individuals with DS show deficits in learning new labels and if they may benefit from encoding conditions thought to be less reliant on hippocampal function (i.e., through fast mapping). In the current study, we examined immediate, 5-min, and 1-week delayed word-learning across two learning conditions (e.g., explicit encoding vs. fast mapping). These conditions were examined across groups (twenty-six 3- to 5-year-old typically developing children and twenty-six 11- to 28-year-old individuals with DS with comparable verbal and nonverbal scores on the Kaufman Brief Intelligence Test - second edition) and in reference to sleep quality. Both individuals with and without DS showed retention after a 1-week delay, and the current study found no benefit of the fast mapping condition in either group contrary to our expectations. Eye tracking data showed that preferential eye movements to target words were not present immediately but emerged after 1-week in both groups. Furthermore, sleep measures collected via actigraphy did not relate to retention in either group. This study presents novel data on long-term knowledge retention in reference to sleep patterns in DS and adds to a body of knowledge helping us to understand the processes of word-learning in typical and atypically developing populations. (JINS, 2018, 24, 955-965).

Portable Video Media Versus Standard Verbal Communication in Surgical Teaching: A Prospective, Multicenter, and Randomized Controlled Crossover Trial

This study aims to evaluate the effectiveness of portable video media (PVM) compared to standard verbal communication (SVC) as a novel adjunct for surgical education of junior medical officers and medical students, in terms of knowledge acquisition and participant satisfaction. The effective, continued education of final year medical students and junior doctors is the foundation of quality healthcare. The development of new media technologies and rapid internet streaming has resulted in an opportunity for the integration of PVM into medical education. PVM is an educational platform with the advantage of being standardized, efficient, and readily available. This is a multicenter, prospective, and randomized controlled crossover study. Participants completed a preintervention knowledge test and were then randomized in an allocation ratio of 1:1 to receive surgical education regarding cystoscopy and ureteric stenting for acute renal colic via either PVM or SVC. A 32-point knowledge test and a modified Client Satisfaction Questionnaire-8 were then administered and the participants were then crossed over to the other educational method. The knowledge and satisfaction tests were then readministered. Fifty-four participants were recruited for this study with 27 participants in each group. Both groups had a 18% to 20% increase in knowledge scores following the first intervention p < 0.001 and on crossover there was a further 4% increase in knowledge scores, p < 0.01. There was no significant difference between the groups in knowledge scores before intervention, p = 0.23 after first intervention p = 0.74 or following crossover p = 0.09. After first intervention, participants in the group receiving PVM education first had a significant 8% higher satisfaction score compared to the SVC group, p = 0.023. Our study has shown that PVM shows similar efficacy in information uptake to traditional forms of education. Furthermore, PVM was shown to have higher satisfaction scores compared to SVC. Further studies will need to evaluate the use of PVM for education in other surgical and medical domains and assess the long-term knowledge retention.

Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students

The purpose of this research is to measure the effectiveness of constructivist learning approach in structural study specifically for architecture students. Theoretically, improving student’s performance in mathematics is challenging for today education. In architectural education, structural study is part of the non- design courses in the syllabus under the area of technology and environment and it involve in mathematical calculations. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students need a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principleproblem. Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as the method of the study and teaching experiment was conducted. In the experimental structural design, 26 groups of architecture students were tested based on two situations; pre-test (original) and post-test (change), and tests are conducted according to the stages and times set for each topic. The experiment was designed based on the Constructivist learning approach as foundation of the experiment to study the mathematical creativity of the students. The findings show that there are positive impacts on creativity in the subject of structural study which beneficially affects their understanding and application abilities. Further research needs to done to ensure this beneficial outcome can be greatly support students’ long-term retention of knowledge and skills. Keywords: Constructivist learning approach, Creativity in mathematical thinking, and Experimental study for architecture students

Using the Jigsaw Method to Teach Abdominal Anatomy.

This study evaluates a cooperative learning approach for teaching anatomy to health science students incorporating small group and peer instruction based on the jigsaw method first described in the 1970's. Fifty-three volunteers participated in abdominal anatomy workshops. Students were given time to become an "expert" in one of four segments of the topic (sub-topics) by allocating groups to work-stations with learning resources: axial computerized tomography (CT) of abdominal structures, axial CT of abdominal blood vessels, angiograms and venograms of abdominal blood vessels and structures located within abdominal quadrants. In the second part of workshop, students were redistributed into "jigsaw" learning groups with at least one "expert" at each workstation. The "jigsaw" learning groups then circulated between workstations learning all sub-topics with the "expert" teaching others in their group. To assess abdominal anatomy knowledge, students completed a quiz pre- and post- workshop. Students increased their knowledge with significant improvements in quiz scores irrespective of prior exposure to lectures or practical classes related to the workshop topic. The evidence for long-term retention of knowledge, assessed by comparing end-semester examination performance of workshop participants with workshop nonparticipants, was less convincing. Workshop participants rated the jigsaw workshop highly for both educational value and enjoyment and felt the teaching approach would improve their course performance. The jigsaw method improved anatomy knowledge in the short-term by engaging students in group work and peer-led learning, with minimal supervision required. Reported outcomes suggest that cooperative learning approaches can lead to gains in student performance and motivation to learn. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.

Recommendations for Promoting a Performative Teaching, Learning, and Research Culture in Higher Education

The twenty-first century is the century of the performative.1 Claire Colebrook (2018) A performative teaching, learning, and research culture can emerge wherever an academic discipline enters into a constructive dialogue with the performing arts. Many challenges of the 21st century (see the Sustainable Development Goals of the UN)2 require creative solutions. Creativity is, however, not yet sufficiently promoted at universities, thus an artistic reorientation in teaching and research is imperative. As early as 2006, at the UNESCO World Congress in Lisbon and again in Seoul in 20103, there were calls to strengthen the role of the arts in education. Implementation of these recommendations has, however, been very limited thus far. Studies in cognitive science show that performative teaching and learning cultivates a deeper understanding of content and improved long-term retention of knowledge.4 In fact, it has been shown that the use of performative teaching and learning approaches leads to more creative, better learning outcomes; students relate more strongly to their studies and drop-out rates decrease. In addition, overall willingness to learn within the university context has been documented, as well as increased complexity and closer connection to practice in higher education, thus affording graduates better job placement opportunities. At the ...

Nursing students' experiences of using a smart phone application for a physical assessment course: A qualitative study.

It is important that nurses possess adequate clinical skills so that the patient receives safe and competent care. Smart phone applications (apps) can promote active learning and the long-term retention of knowledge of undergraduate students. Therefore, the aim of this study was to explore the thoughts and experiences of nursing students who received a smart phone, app-based physical assessment educational intervention. A qualitative descriptive approach with in-depth interviews was considered as suitable to obtain a comprehensive understanding of students' experiences of a smart phone-enabled physical assessment course. Based on interviews with 16 nursing students following the intervention, five themes were derived from the analysis of the interview transcripts: "the APP's physical assessment scenarios are very close to real-life clinical situations," "watching physical assessment videos over the APP is a quick way to learn what to do," "the APP is a new way of learning that enhances thinking and reflection," "some nursing students felt that it was out of their depth to analyze the scenarios in the APP," and "the APP needs enhancements in stability and interactivity." The findings of this study showed the mobile app as an effective learning aid that promoted transferability of the nursing students' knowledge and past experience. With the help of the APP, the teachers could offer timely guidance to the students.

Development of a short course on management of critically ill patients with acute respiratory infection and impact on clinician knowledge in resource-limited intensive care units.

BackgroundThe 2009 influenza A (H1N1) pandemic caused surges of patients in intensive care units (ICUs) in resource‐limited settings. Several Ministries of Health requested clinical management guidance from the World Health Organization (WHO), which had not previously developed guidance regarding critically ill patients.ObjectiveTo assess the acceptability and impact on knowledge of a short course about the management of critically ill patients with acute respiratory infections complicated by sepsis or acute respiratory distress syndrome delivered to clinicians in resource‐limited ICUs.MethodsOver 4 years (2009‐2013), WHO led the development, piloting, implementation and preliminary evaluation of a 3‐day course that emphasized patient management based on evidence‐based guidelines and used interactive adult‐learner teaching methodology. International content experts (n = 35) and instructional designers contributed to development. We assessed participants’ satisfaction and content knowledge before and after the course.ResultsThe course was piloted among clinicians in Trinidad and Tobago (n = 29), Indonesia (n = 38) and Vietnam (n = 86); feedback from these courses contributed to the final version. In 2013, inaugural national courses were delivered in Tajikistan (n = 28), Uzbekistan (n = 39) and Azerbaijan (n = 30). Participants rated the course highly and demonstrated increased immediate content knowledge after (vs before) course completion (P < .001).ConclusionsWe found that it was feasible to create and deliver a focused critical care short course to clinicians in low‐ and middle‐income countries. Collaboration between WHO, clinical experts, instructional designers, Ministries of Health and local clinician‐leaders facilitated course delivery. Future work should assess its impact on longer‐term knowledge retention and on processes and outcomes of care.

Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology.

To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program. Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students ( n = 352) utilized cadavers. The 2nd cohort of students ( n = 350) had anatomical models as their primary gross laboratory modality. The 3rd cohort of students ( n = 393) utilized virtual dissection tables. The midterm and final laboratory examination scores were evaluated and showed successive increase in aggregate averages between cohort 1 (mean = 76.1%), cohort 2 (mean = 81.4%), and cohort 3 (mean = 85.1%). Lecture examination scores remained consistent between the cohorts at 61.2%, 62.4%, and 61.1%, respectively. Significant improvements were seen in lab exam scores between cohorts ( F [2, 2113] = 58.6, p < .001), and no significant differences were seen in lecture exam scores. Students utilizing virtual dissection tables scored higher on laboratory examinations than students having models or cadavers. However, they displayed a similar testing competency in lecture examinations, suggesting a possible change in laboratory examination difficulty between the cohorts but a similar knowledge base. Further studies are warranted to evaluate the long-term retention of student knowledge.

The benefits of being a near-peer teacher.

Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored. A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0-10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers' motivation and perceived benefits from the teaching. Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies.

The impact of a short educational movie on promoting chronic pain health literacy in school: A feasibility study.

School-based health education programs on chronic pain providing information about the proper management of recurrent and chronic pain may increase health literacy in terms of pain knowledge, may thereby prevent dysfunctional coping and may decrease the risk of pain chronification. The aim of the present feasibility study was to evaluate the effectiveness of an educational movie on recurrent and chronic pain in increasing pain knowledge among students. N=95 adolescent students provided demographic and pain-related information and completed a pain knowledge questionnaire before and after viewing an educational movie on recurrent and chronic pain. Participants were classified as experiencing frequent pain if they reported pain at least once a week in the last 3months. One-third of the participants experienced frequent pain. There was a significant increase in pain knowledge for all participants (ηp2=0.544). Students with frequent pain had a stronger knowledge increase regarding the management of chronic and recurrent pain than those without frequent pain (ηp2=0.087). Sex did not moderate the gain in pain knowledge. This feasibility study provides first evidence that a short educational movie on recurrent and chronic pain may increase chronic pain health literacy in students. Future studies should investigate the long-term retention of pain knowledge and any associated effects on behaviour change. Due to barriers to the implementation of interventional studies in the school setting, these studies should use a waitlist control group design and online data collection. This feasibility study provides first evidence for the effectiveness of an 11-min educational movie on chronic pain in increasing chronic pain knowledge in students. Students with frequent pain benefitted more from the education than students without frequent pain.

The influence of learning style in understanding analogies and 2D animations in embryology course.

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

Ultrasound curriculum taught by first-year medical students: A four-year experience in Tanzania.

Diagnostic imaging is an integral aspect of care that is often insufficient, if not altogether absent, in rural and remote regions of low to middle income countries (LMICs) such as Tanzania. The introduction of ultrasound can significantly impact treatment in these countries due to its portability, low cost, safety, and usefulness in various medical assessments. This study reviews the implementation of a four-week ultrasound course administered annually from 2013-2016 in a healthcare professional school in Mwanza, Tanzania by first-year allopathic US medical students. Participants (n=582, over 4 years) were recruited from the Tandabui Institute of Health Sciences and Technology to take the ultrasound course. Subjects were predominantly clinical officer students, but other participants included other healthcare professional students, practicing healthcare professionals, and school employees. Data collected includes pre-course examination scores, post-course examination scores, course quiz scores, demographic surveys, and post-course feedback surveys. Data was analyzed using two-tailed t-tests and the single factor analysis of variance (ANOVA). For all participants who completed both the pre- and post-course examinations (n=229, 39.1% of the total recruited), there was a significant mean improvement in their ultrasound knowledge of 42.5%, P<0.01. Our data suggests that trained first-year medical students can effectively teach a point of care ultrasound course to healthcare professional students within four weeks in Tanzania. Future investigation into the level of long-term knowledge retention, impact of ultrasound training on knowledge of human anatomy and diagnostic capabilities, and how expansion of an ultrasound curriculum has impacted access to care in rural Tanzania is warranted.

Interactive Online Learning for Attending Physicians in Ultrasound-guided Central Venous Catheter Insertion.

Evidence has demonstrated that the use of dynamic ultrasound guidance (USG) for central venous catheter (CVC) significantly decreases attempts, failures, and complication rates. Despite national organizations recommending the use of USG and its increasing availability, USG is used inconsistently and non-uniformly. We sought to determine if an online training module for CVC insertion with ultrasound guidance will improve acquisition and long-term retention of knowledge and skills for attending physicians. Participants were tested for declarative knowledge and skills on a simulator (pre-test) for ultrasound-guided CVC insertion at baseline. They then completed an online learning module followed by an immediate post-test and a six-month retention test. There were 16 attending physicians who participated in the study. The CVC training module increased declarative knowledge acquisition and retention. No significant difference in simulated CVC performance was found over the three time points.

Impact of a Tutored Theoretical-Practical Training to Develop Undergraduate Students' Skills for the Detection of Caries Lesions: Study Protocol for a Multicenter Controlled Randomized Study.

BackgroundTutored laboratorial activities could be a manner of improving the competency development of students. However, its impact over conventional theoretical classes has not yet been tested. Additionally, different university contexts could influence this issue and should be explored.ObjectiveTo assess the impact of a tutored theoretical-practical training for teaching undergraduate students to detect caries lesions as compared with theoretical teaching activities. The impact of these teaching/learning activities will be assessed in terms of efficacy, cost/benefit, retention of knowledge/acquired competences, and student acceptability.MethodsSixteen centers (7 centers from Brazil and 9 centers from other countries throughout the world) are involved in the inclusion of subjects for this protocol. A randomized controlled study with parallel groups will be conducted. One group (control) will be exposed to a 60- to 90-minute conventional theoretical class and the other group (test) will be exposed to the same theoretical class and also a 90-minute laboratory class, including exercises and discussions based on the evaluation of a pool of images and extracted teeth. The mentioned outcomes will be evaluated immediately after the teaching activities and also in medium- and long-term analyses. To compare the long-term outcomes, students who enrolled in the university before the participating students will be interviewed for data collection and these data will be used as a control and compared with the trained group. This stage will be a nonrandomized phase of this study, nested in the main study. Appropriate statistical analysis will be performed according to the aims of this study. Variables related to the centers will also be analyzed and used to model adjustment as possible sources of variability among results.ResultsThis ongoing study is funded by a Brazilian national funding agency (CNPq- 400736/2014-4). We expect that the tutored theoretical-practical training will improve the undergraduate students’ performance in the detection of caries lesions and subsequent treatment decisions, mainly in terms of long-term retention of knowledge. Our hypothesis is that tutored theoretical-practical training is a more cost-effective option for teaching undergraduate students to detect caries lesions.ConclusionsIf our hypothesis is confirmed, the use of laboratory training in conjunction with theoretical classes could be used as an educational strategy in Cariology to improve the development of undergraduate students’ skills in the detection of caries lesions and clinical decision-making.

Assessing outcomes of educational videos in group visits for patients with chronic pain at an academic primary care clinic

ABSTRACTObjectives: This study evaluates the impact of pain education group visits on patients with chronic non-cancer pain (CNCP). The primary outcome of the study was to evaluate patients’ functional status and secondary outcomes included knowledge, behavior, and satisfaction, before and after participation in the pain education group visits.Methods: Locally produced patient educational videos on chronic non-cancer pain were delivered during patient group visits led by a healthcare provider. Study participants included patients with CNCP pain in an academic general medicine practice. The primary outcome was functional status, measured by the Pain Intensity, Enjoyment of life, and General Activity (PEG) score and the Oswestry Disability Index. Secondary outcomes were evaluated through a pre- and post-intervention knowledge assessment and chart review of opioid use and utilization of emergency and urgent care services. A satisfaction survey was administered after each group visit.Results: Thirty-five patient-group visits were analyzed and 14 patient charts reviewed. A moderately positive correlation was observed between PEG and Oswestry Disability Index (r = 0.47, p < 0.05). Patient knowledge improved after watching the videos and participating in group discussion. The median amount of daily morphine equivalents for patients (n = 14) was 17.5mg (range 0-120mg) at the first study, and decreased to 12.5mg (range 0-110mg) at the last study visit (p = 0.39). None of the 14 patients utilized emergency or urgent care services for pain during the study. Overall, patient satisfaction scores with the intervention were high.Conclusion: Group visits providing patient education about CNCP may benefit patients’ knowledge about this clinical condition, and was received with high patient satisfaction. Further investigation is needed to evaluate longer-term knowledge retention, sustainability of improvements resulting from the intervention, and longer-term effects of the intervention on functional status.

Teaching trainees how to critically evaluate the literature - a crossover study at two pediatric residency programs.

ObjectivesThe purpose of this study was to assess the efficacy of a concise, evidence based medicine curriculum in improving the knowledge of pediatric residents at two institutions. MethodsSixty first and second year pediatric residents at MassGeneral Hospital for Children and MedStar Georgetown University Hospital participated in a crossover study. The evidence based medicine curriculum, consisting of 4 ninety minute sessions grounded in adult learning theory principles, was developed using the methodology described in the book ‘Studying a Study’. A validated 20 question evidence based medicine multiple choice test was administered on three separate occasions to measure baseline knowledge, efficacy of the curriculum in improving knowledge, and long term retention of that knowledge. Results Post curriculum, the fall group’s scores improved 23% from baseline (M=10.3, SD=2.4) to (M=12.7, SD=3.0) students (t(26)=-3.29, p=0.0018) while the spring group improved by 41% (M=10.0, SD=2.8) to (M=14.1, SD=2.2) students (t(32)=-6.46, p<0.0001). When re-tested 4-6 months later, the fall group’s scores did not significantly decline from their immediate post curriculum scores (M=12.7, SD=3.0) to (M=11.7, SD=3.0) students (t(32) =1.33, p=0.190). There was an association between number of sessions attended and increase in post curriculum score (χ2(3, N=60) =11.75, p=0.0083). ConclusionsFindings demonstrate our curriculum was effective in teaching evidence based medicine to pediatric residents, and fostered long term retention of knowledge. Based on these results, we believe this curriculum could be implemented at any institution.

Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery

ObjectivesTo determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. DesignA survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course. AssessmentOne hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001). ConclusionAlthough TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation.

Spacing of educational material over time has been shown to improve learning efficiency and long-term knowledge retention. We evaluated the impact of adding a spaced education curriculum to a month-long pediatric rotation. This was a randomized controlled educational intervention trial of residents on a rotation in a pediatric emergency department. Participants were randomized to the standard curriculum or the standard curriculum with integrated spaced education. The intervention used an automated platform to electronically deliver questions to user e-mail or mobile devices and provided instant feedback. Our primary outcome was proportion of correctly answered questions following the rotation. Our secondary outcomes included test performance at 3 months, change in clinical confidence, and satisfaction with the spaced learning. Learner opinion of the platform was assessed by postrotation survey. Of 194 eligible trainees, 122 were enrolled and randomized. A total of 107 of the enrolled residents (88%) completed the immediate postrotation assessment, 48 of whom received spaced education. Sixty residents completed the 3-month follow-up. There were no differences between the control and intervention groups in baseline knowledge. The intervention group performed better than the control group on the postrotation assessment (mean difference=5.4%, 95% confidence interval=0.1-10.7) when controlled for didactic attendance and clinical exposure. Change in confidence did not differ between groups. Eighty-seven percent of spaced education learners would participate in a similar model in the future. Spaced education during a pediatric emergency medicine rotation is an effective adjunct to a standard curriculum. Participants showed improvement on postrotation knowledge performance and enjoyed this educational approach.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013-2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction.