Retention Test Scores Research Articles

THE EFFECTIVENESS OF JIGSAW LEARNING METHOD COMPARED TO LECTURE-BASED LEARNING IN ANATOMY LECTURES

Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method.

The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement

<p style="text-align:justify">The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.</p>

The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

The main purpose of this empirical study was to investigate the effect of using jigsaw technique of cooperative learning method on sixth grade students’ achievement in teaching computer literacy lesson. Fifty five sixth grade students from two class of a public school in Turkey participated in this study. With a quasi-experimental pretest–post-test research design, one class assign to experimental and the other to control group randomly. While the experimental group (n=33) instructed with jigsaw technique of cooperative learning method, the control group (n=22) followed the regular curriculum with traditional instructional methods. Both groups were administered to an achievement test, as pre, post and retention test. A t-test analysis was used to analyses research data. The results of post-test indicated that students in experimental group had significantly higher achievement scores than students in the control group. However, no significant difference found between the groups on retention test scores.

Human Rabies Postexposure Prophylaxis Knowledge and Retention Among Health Professionals by Using an Online Continuing Education Module: Arizona, 2012 to 2015.

Rabies postexposure prophylaxis (PEP) is administered for rabies prevention after a human exposure to a potentially rabid animal, such as a bite. Previous studies have reported that rabies PEP is often inappropriately administered. Health professional education was proposed as one potential solution to address inappropriate PEP use. We assessed baseline knowledge, knowledge gain, and knowledge retention among health professionals in Arizona of rabies epidemiology and appropriate PEP administration. Maricopa County Department of Public Health created an online rabies PEP continuing education module and measured knowledge before and after module completion using a 10-question test. The same test was administered three times (pretest, posttest, and retention test at ≥3 months). To assess knowledge gain and retention, we compared median scores using nonparametric methods. A total of 302 respondents completed the pretest (median score, 60%) and posttest (median score, 90%; p < .001); 98 respondents completed all three tests with median scores 60% (pretest), 90% (posttest, p < .01), and 80% (retention test and compared with pretest, p < .01). Sixty-nine (70%) respondents improved their pretest to retention test score by a mean of 2.4 points out of a total 10 points (median: 2 points; range: -5 to 7 points). Only 48% of pretest respondents correctly answered that PEP should not be administered immediately to anyone bitten by a healthy dog. However, 81% and 70% answered correctly on the posttest (p < .0001) and retention test (p = .002), respectively. Respondents demonstrated rabies epidemiology and PEP knowledge gain and ≥3-month knowledge retention after completing the online continuing education module.

Impact of Standardized Simulated Patients on First-Year Pharmacy Students’ Knowledge Retention of Insulin Injection Technique and Counseling Skills

Objective. To compare pre- and post-intervention test scores assessing insulin injection technique and counseling skills among P1 students with (intervention) or without (control) simulated patients, and to compare counseling checklist and knowledge retention test scores between groups. Methods. This study utilized cluster randomization. In addition to traditional instruction, the intervention group counseled a simulated patient on the use of insulin using the teach-back method. Test score changes from baseline were analyzed via two-sample t-test. Results. The intervention group exhibited a significantly greater increase in knowledge test scores from baseline compared to the control group. Similar changes were seen in post-instruction counseling checklist scores and knowledge retention test scores from baseline. Conclusion. Simulated patient interactions, when added to traditional coursework within a P1 skills lab, improve student counseling aptitude and knowledge retention scores.

Effect of Multimedia Assisted 7E Learning Model Applications on Academic Achievement and Retention in Students

&lt;p style="text-align:justify"&gt;In the rapidly developing age of technology, the contribution of using multimedia-supported instructional materials in the field of teaching technologies to science education has been increasing steadily. The purpose of this research is to compare the multimedia learning instructional materials prepared according to the 7E learning model and the students' academic success and the effect on the reminiscence of the learned knowledge in the science course described using traditional methods and models. In this research, a quadruple pattern of solomon was used as a semi-experimental design. As a data collection tool, the Matter's Change Unit Success Test was used. The research was conducted in fall semester of 2014-2015 academic year and on 92 fifth grade students. Experimental groups were given instructional materials prepared according to 7E model with multimedia support and control groups were taught with traditional method. There was no statistically significant difference in the pre-test scores of the experimental-1 and control-1 groups according to the independent t-test results in the applied success test but there was a statistically significant difference in favor of the experimental groups according to the post-test and retention test scores. According to the analyzed results; There is a statistically significant difference between the post-test and retention test scores of the experimental groups. There is also a statistically significant difference between the post-test and retention test scores of the control groups. But this difference is in favor of experimental groups. According to the results of the study, it can be said that the learning material prepared according to the multimedia supported 7E model influences the academic achievement positively and the learned information is more memorable.&lt;/p&gt;

The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning

This study aimed to investigate the effects of geometry instruction based on Dienes’ principles ( constructivity, dynamic, mathematical variability and conceptual variability principles ) on 4th graders’ geometry success and retention of learning. It was a pretest-posttest control group quasi-experimental study. The study group comprised three classes of 4th graders from three different elementary schools in Nevsehir who had been shown to be identical via a “Geometry Level Test”. The study was conducted with two experimental groups and a single control group. The study took 39 class hours. While instruction in the experimental groups was based on Dienes' principles, the researcher did not intervene in the instructional process in the control group. The data collection tool used in the study was the “Geometry Level Test”. In comparing the pretest, posttest and retention test mean scores, Covariance (ANCOVA) and paired-sample t-test analyses were used. The results revealed that the experimental groups, which experienced learning activities based on Dienes' principles, had better geometry success than the control group where instruction was not manipulated. While no significant difference emerged between the Geometry Level Identification posttest mean scores of the two experimental groups, both groups differed significantly from the control group. The retention test given three weeks following the study showed that some information had been forgotten by all three groups. The retention test scores of the groups were 5-7 points lower than their posttest scores. Even though a significant difference was not found between the retention scores of the groups, it may be stated that the decline in the control group was noteworthy.

Yaratıcı Rahatlama Çalışmalarının Anaokuluna Devam Eden Çocukların Benlik Kavramı ve Motor Yaratıcılığına Etkisinin İncelenmesi

This research was carried out to develop creative relaxation education program appropriate for the needs and interests of children who currently attend the nursery schools and to investigate whether the creative relaxation education is effective for their self-concept and motor creativity. The research was conducted in an empirical way with a control group of pre- and post-test and retention test. Besides, ''General Information Form'', Perception of Child Self Concept, which was developed by Villa and Auzmendi (1992) for the children at the age of 5-6 in order to evaluate their self-concept and also Creatively Thinking Test In Action And Movement, which was developed by Torrance (1981) for children between the age of 3-8 in order to evaluate their motor creativity were used. According to the study's results, it was determined that no significant differences existed in the pre-test scores of children of experimental and control groups while there was a considerable difference in favor of the experimental group in the post-test scores of children of experimental and control groups. It was determined that the difference between post-test and retention test scores of children in experimental group is nonsignificant.

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.

An Educational Intervention to Improve Nurses’ Understanding of Pain in Children in Western India

Accurate assessment of pain and its management is a challenging aspect of pediatric care. Nurses, usually the primary caregivers, showed inadequate knowledge and restrictive attitudes toward pain assessment. We evaluated an educational intervention to improve nurses’ assessment of pain in a teaching hospital in India. A convenient sample of nurses working in the neonatal intensive care unit, pediatric ward, pediatric intensive care unit, and pediatric cardiac intensive care unit were included in the study. Workshops to improve understanding of pain, its assessment, and management strategies were conducted. A modified and consensually validated Knowledge and Attitudes Survey Regarding Pain questionnaire-2008 consisting of 25 true/false questions, eight multiple choice questions, and two case scenarios was administered before, immediately after, and 3 months after the workshops to evaluate impact of the intervention. Eighty-seven nurses participated. Mean (standard deviation) experience was 4.04 (5.9) years. Thirty-seven percent felt that they could assess pain without pain scales. About half (49.4%) of the nurses had not previously heard of pain scales, while 47.1% reported using a pain scale in their routine practice. Significant improvement was observed between pretest and post-test total scores (15.69 [2.94] vs. 17.51 [3.47], p < .001) as well as the pretest and retention score (15.69 [2.94] vs. 19.40 [4.6], p < .001). Albeit the study site and sampling frame may limit the reliability of the findings, the educational intervention was successful, and better retention test scores suggest a cascading effect. Pain assessment and management education of children should be incorporated in the nursing curriculum and should be reinforced in all pediatric units.

Low Back Pain in the Emergency Medicine Department: A Flipped Classroom Module.

Current residency didactic schedules that are built upon hour-long, lecture-based presentations are incongruous with adult learning theory and the needs of millennial generation residents. An alternative to the traditional lecture, the flipped classroom involves viewing a short video lecture at home, followed by an active discussion during class time. This module was developed for emergency medicine residents and rotating medical students without previous training on the subject. The at-home portion of the module was designed to be delivered at home, while the in-class discussion was designed to be carried out over 30-45 minutes during a regularly scheduled didactic time. Small-group size may be determined by faculty availability, though groups of five are optimal. There is no requirement for faculty preparation prior to the in-class session. Associated materials include objectives, the at-home video, a discussion guide for faculty facilitators, a case-based handout for students and residents, and assessment questions. We assessed our module with a pretest, immediate posttest, and the posttest again after 90 days. The mean pretest score was 66%, mean posttest score 76%, and mean retention test score 66%. There was an immediate increase of 10%, which did not remain at 90 days. We developed a flipped classroom module that can be implemented in any emergency medicine residency or clerkship. It addresses the theoretical challenges posed to traditional conference didactics by increasing the focus on problem solving and self-directed learning.

Effectiveness of a comprehensive integrated module using interactive lectures and workshops in understanding and knowledge retention about infant feeding practice in fifth year medical students: a quasi-experimental study.

BackgroundSixty percent of the 10.9 million under-5 deaths every year are related to malnutrition. More than two thirds of malnutrition is caused by inappropriate infant feeding practice. Only 35 % of mothers worldwide provide 4 months of exclusive breast-feeding, while complementary feeding is often untimely, nutritionally inadequate, hygienically poor, and improperly delivered. The existing pediatric nutrition module in our institution does not include proper delivery of food that involves oral–motor skills and feeding behavior. To scale up the knowledge and skill of medical students regarding evidence-based infant feeding practice, we designed a new module composed of comprehensive and integrated lectures with additional multidisciplinary lectures on oral–motor skill development and feeding behavior.MethodsA quasi-experimental study was conducted to evaluate the efficacy of the new module compared to the previous module. Fifth year medical students of Universitas Indonesia were divided into intervention and control groups. The control group received lectures and a paper-based workshop. The intervention group received comprehensive and integrated interactive lectures with additional multidisciplinary lectures on oral–motor skill development and behavioral approaches to feeding problems. A hands-on workshop using real cases shown on recorded video and role-play sessions was also presented to the intervention group. A pre-/post-test, 3-month retention test, and Observed Structured Clinical Examination (OSCE) were performed to evaluate understanding, knowledge retention, and counseling skills.ResultsA linear mixed effect model with a random intercept analysis for pre-test, post-test, and retention test scores showed significant higher result for intervention group compared to control group (p < 0.001). Comprehensive knowledge and counselling skills were better in the intervention group than in the control group as shown by the OSCE score (68.6 vs 59.3, p < 0.001).ConclusionsOur comprehensive integrated infant feeding practice module, which incorporates multidisciplinary learning processes and an interactive hands-on workshop with a role-play session yields better knowledge understanding and counseling skills compared with the existing module. Comprehensive knowledge and good counseling skills of medical students as future doctors are a pre-requisite to provide effective education to parents to support successful infant feeding practices.

Effect of Learning Cycle Approach-based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4 th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different classes in a state school in the province of Kastamonu, in 2015-2016 academic years fall term. Classes were assigned randomly as experimental group (N=33) and control group (N=32). Lessons were conducted based on learning cycle approach in experimental group. In control group, lessons were conducted based on teacher centered method. Data were collected through achievement test, attitude and motivation scales. For analyze the data, one-way ANOVA and independent t-test were used to compare the groups' scores. According to research results, it was found that a significant difference between experimental and control groups' academic achievement test and motivation scale post-tests scores, in favor of experimental group. Additionally, it was identified that the difference between retention test scores were also significant statistically in favor of experimental group. Yet, it was reached that the difference between attitude scale scores of experimental and control group were not significant statistically.

The Effect of Teaching Using Multimedia Program on Academic Performance of Second Grade Students of Secondary Schools in Empirical Sciences Textbook and Its Comparison with Traditional Method

Background Multimedia programs as a powerful tool to be used to improve the quality of education. This study investigated the effect of education using multimedia programs on academic performance of students. Methods This research was semi-experimental and pre-test, post-test type with control group. In the present research, 40 students in second grade in 2013 - 2014 in Isfahan city were selected using multistage cluster sampling and random methods in two groups, such as control and experimental. Pre-test was performed for both experimental and control groups before the experiment. Students in the experimental group were trained for three units of empirical sciences lesson for 3 months using training multimedia program for an academic semester and control group were totally taught using the traditional method. At the end of the teaching period, educational performance test was administered simultaneously to the experimental and control groups. At the last phase, re-test was conducted on the studied groups in order to examine the rate of memorization of the taught contents using multimedia program after 3 months. The data collection tools were teacher made tests that its validity and reliability were confirmed. Both descriptive and inferential statistics (mean, standard deviation, and T-test) were analyzed with statistical package for social sciences (SPSS19) software. Results The results showed an increase as compared to the pre-test (18.18) and post-test scores (16.35) of the two groups; the experimental group obtained significantly higher achievement test than the control group. Also, the retention test scores of the students in the experimental group showed significant difference (P < 0.001) than the control group. Conclusions Multimedia as a new tool in teaching has new skills for change in education and improve teaching and learning and it can promote with appropriate and correct application the quality of education in educational systems.

An early surgical training module for compartment pressure measurement

BackgroundWe test a novel simulated teaching module's ability to educate junior residents in the assessment of compartment syndrome (CS) and compartment pressure measurement (CPM). MethodsTwenty-two postgraduate year 1 and postgraduate year 2 surgical residents received a 2-hour didactic and practical teaching module on CS assessment and CPM using a simulated model. A structured teaching session by a postgraduate year 5 surgical resident was assessed by carefully constructed pretest, post-test, and delayed retention tests and a practical testing session by 2 board-certified general surgeons. ResultsAnalysis of variance demonstrated significant difference between pretest (6.1/10), post-test (7.9/10), and retention test (8.2/10) scores [F (2,49) = 9.24, P < .01], with no difference in post-test to retention test comparison (P = .90). Mean CPM scores were 8.5/10 for preparation, 9.0/10 for performance, and 8.5/10 for management components, which did not differ [F (2,57) = .46, P = .63]. ConclusionsWe demonstrate an efficient simulated CS and CPM teaching module for the education of junior surgical residents using a synthetic model.

Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India

BackgroundThe classical didactic lecture has been the cornerstone of the theoretical undergraduate medical education. Their efficacy however reduces due to reduced interaction and short attention span of the students. It is hypothesized that the interactive response pad obviates some of these drawbacks. The aim of this study was to evaluate the effectiveness of an interactive response system by comparing it with conventional classroom teaching. MethodsA prospective comparative longitudinal study was conducted on 192 students who were exposed to either conventional or interactive teaching over 20 classes. Pre-test, Post-test and retentions test (post 8–12 weeks) scores were collated and statistically analysed. An independent observer measured number of student interactions in each class. ResultsPre-test scores from both groups were similar (p = 0.71). There was significant improvement in both post test scores when compared to pre-test scores in either method (p < 0.001). The interactive post-test score was better than conventional post test score (p < 0.001) by 8–10% (95% CI-difference of means – 8.2%–9.24%–10.3%). The interactive retention test score was better than conventional retention test score (p < 0.001) by 15–18% (95% CI-difference of means – 15.0%–16.64%–18.2%). There were 51 participative events in the interactive group vs 25 in the conventional group. ConclusionsThe Interactive Response Pad method was efficacious in teaching. Students taught with the interactive method were likely to score 8–10% higher (statistically significant) in the immediate post class time and 15–18% higher (statistically significant) after 8–12 weeks. The number of student–teacher interactions increases when using the interactive response pads.

자기-관찰학습이 피루에트 앙 디올 턴 학습에 미치는 영향

This study is a form of observation learning is intended to examine the applicability of the observation learning program for the promotion of dance skills learning in real lesson in the dance scene by analyzing the impact of Pirouette en dehors turn learning. This study is no dance experience with a total of 36 groups o f between 17 and 24 years old, men and women and target the expert-modeling group, self-modeling group , self-observation groups, were divided into a control group with nine apiece randomly assigned. After subjects are to conduct a preliminary examination of each about after a pirouette en dehors turn each group participated in training for seven days of practice for 20 minutes every day, depending on how. After the end of practice to identify changes in the entire performance during the time trial performance by filming a scene. Immediately posttest examination was performed one day after the end of experiment. The analysis of operations carried out in the retention test score of self-observation group performs scores were better than the other groups, self-modeling group, expert-modeling group and the control group was found to improve skills in order to perform this operation.

Video Skills Curricula and Simulation: A Synergistic Way to Teach 2-Layered, Hand-Sewn Small Bowel Anastomosis

We sought to determine if general surgery (GS) interns could learn a side-to-side, 2-layered, hand-sewn small bowel anastomosis (HSBA) using an online instructional video and low-fidelity simulation model. A 3-hour HSBA technical skills training session was held among GS interns. Participants were asked to write down the steps for performing a side-to-side, 2-layered HSBA (pretest). An online 13-minute instructional video on HSBA was then viewed. Low-fidelity bowel simulators were then provided for deliberate practice under staff supervision. A posttest (identical to pretest) concluded the session. The maximum test score was 20 points. At 4 months later, a retention test was administered. Trainees were anonymously surveyed to determine the session's educational value. Pretest, posttest, and retention test scores were compared. Participants were 25 GS interns. The mean pretest score was 5 (range: 0-11). Posttest scores improved (mean = 15; range: 11-19, p = 0.016), whereas retention test scores were stable (mean = 14; range: 8-18). Of those who participated in retention testing (24/25), 7 had now performed a 2-layered HSBA, 11 had witnessed HSBA, and 6 had neither performed nor witnessed an HSBA since the educational session. Retention test scores were higher among those who had performed HSBA (mean = 16; range: 13-18) vs those who had not performed nor witnessed an HSBA (mean = 14; range: 8-18, p = 0.04). Mean Likert scores supported the educational value of the session. Initial intern performance of HSBA was abysmal. A contemporary online video skills curriculum coupled with low-fidelity bowel simulators improved trainee knowledge of how to perform a 2-layered HSBA. This effect remained stable over 4 months.

Implementation of 5E inquiry incorporated with analogy learning approach to enhance conceptual understanding of chemical reaction rate for grade 11 students

The main purpose of this study was to enhance student understanding of the scientific concepts of chemical reaction rate. Forty-four grade 11 students were the target group. The treatment tools were seven learning plans of 5E inquiry incorporated with an analogy learning approach during 15 hours of class time. In each learning plan, the students (1) addressed a scientific question regarding chemical reaction rate, (2) explored evidence to answer the question by carrying out a corresponding experiment, (3) drew explanations from collected evidence to answer the question, (4) elaborated their understanding by studying the given analogy and the target, and (5) evaluated their conceptual understandings by creating their own analogy and identifying similarities and differences of their analogies and the targets. The data collecting tool was a conceptual test of chemical reaction rate, consisting of 30 two-tier three-choice questions. The normalized learning gain for the whole conceptual test was at the medium gain level (0.64). The dependent samplest-test analysis indicated that the post-conceptual test score (mean 45.32, SD 6.46) was statistically higher than the pre-test score (mean 19.70, SD 3.10), but was statistically lower than the retention test score (mean 48.03, SD 9.04) at the significance level of 0.05. In the pre-conceptual test, the percentages of students in the good-, alternative-, and misconception categories were 13.69, 38.45, and 47.86, respectively. In the post-conceptual test, the percentages of students in these categories were 64.72, 24.6, and 10.63, respectively. This finding indicates that this implementation was an effective means to enhance and retain students' conceptual understanding of chemical reaction rate.

Teaching for the Transition: the Canadian PGY-1 Neurosurgery 'Rookie Camp'.

Transitioning from medical school to residency is difficult and stressful, necessitating innovation in easing this transition. In response, a Canadian neurosurgical Rookie Camp was designed and implemented to foster acquisition of technical, cognitive and behavioral skills among incoming Canadian post graduate year one (PGY-1) neurosurgery residents. The inaugural Rookie Camp was held in July 2012 in Halifax. The curriculum was developed based on a national needs-assessment and consisted of a pre-course manual, 7 case-based stations, 4 procedural skills stations and 2 group discussions. The content was clinically focused, used a variety of teaching methods, and addressed multiple CanMEDS competencies. Evaluation included participant and faculty surveys and a pre-course, post-course, and 3-month retention knowledge test. 17 of 23 PGY-1 Canadian neurosurgical residents participated in the Camp. All agreed the course content was relevant for PGY-1 training and the experience prepared them for residency. All participants would recommend the course to future neurosurgical residents. A statistically significant improvement was observed in knowledge related to course content (F(2,32) = 7.572, p<0.002). There were no significant differences between post-test and retention-test scores at three months. The inaugural Canadian Neurosurgery Rookie Camp for PGY-1 residents was successfully delivered, with engagement from participants, training programs, the Canadian Neurosurgical Society, and the Royal College. In addition to providing fundamental knowledge, which was shown to be retained, the course eased junior residents' transition to residency by fostering camaraderie and socialization within the specialty.