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Teaching in small portions dispersed over time enhances long-term knowledge retention.

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Title: Teaching in small portions dispersed over time enhances long-term knowledge retention.
Authors: Raman, Maitreyi1 (AUTHOR) mkothand@ucalgary.ca, Mclaughlin, Kevin1 (AUTHOR), Violato, Claudio1 (AUTHOR), Rostom, Alaa1 (AUTHOR), Allard, JP2 (AUTHOR), Coderre, Sylvain1 (AUTHOR)
Source: Medical Teacher. Mar2010, Vol. 32 Issue 3, p250-255. 6p. 2 Charts, 1 Graph.
Subject Terms: *Teaching, *Education research, *Research methodology, *Curriculum, *Universities & colleges, Long-term memory, Internal medicine, Digestive system diseases, Malnutrition
Abstract: Background: A primary goal of education is to promote long-term knowledge storage and retrieval. Objective: A prospective interventional study design was used to investigate our research question: Does a dispersed curriculum promote better short- and long-term retention over a massed course? Methods: Participants included 20 gastroenterology residents from the University of Calgary ( N = 10) and University of Toronto ( N = 10). Participants completed a baseline test of nutrition knowledge. The nutrition course was imparted to University of Calgary residents for 4 h occurring 1 h weekly over 4 consecutive weeks: dispersed delivery (DD). At the University of Toronto the course was taught in one 4h academic half-day: massed delivery (MD). Post-curriculum tests were administered at 1 week and 3 months to assess knowledge retention. Results: The baseline scores were 46.39 ± 6.14% and 53.75 ± 10.69% in the DD and MD groups, respectively. The 1 week post-test scores for the DD and MD groups were 81.67 ± 8.57%, p < 0.001 and 78.75 ± 4.43, p < 0.001 which was significantly higher than baseline. The 3-month score was significantly higher in the DD group, but not in the MD group (65.28 ± 9.88%, p = 0.02 vs. 58.93 ± 12.06%, p = 0.18). The absolute pre-test to 1-week post-test difference was significantly higher at 35.28 ± 7.65% among participants in the DD group compared to 25.0 ± 11.80% in the MD group, p = 0.048. Similarly, the absolute pre-test to 3-month post-test difference was significantly higher at 18.9 ± 6.7% among the participants in the DD group, compared to 6.8 ± 11.8% in the MD group, p = 0.021. Conclusions: Long-term nutrition knowledge is improved with DD compared with MD. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching in small portions dispersed over time enhances long-term knowledge retention.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Raman%2C+Maitreyi%22&quot;&gt;Raman, Maitreyi&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;i&gt; mkothand@ucalgary.ca&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mclaughlin%2C+Kevin%22&quot;&gt;Mclaughlin, Kevin&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Violato%2C+Claudio%22&quot;&gt;Violato, Claudio&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Rostom%2C+Alaa%22&quot;&gt;Rostom, Alaa&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Allard%2C+JP%22&quot;&gt;Allard, JP&lt;/searchLink&gt;&lt;relatesTo&gt;2&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Coderre%2C+Sylvain%22&quot;&gt;Coderre, Sylvain&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Medical+Teacher%22&quot;&gt;Medical Teacher&lt;/searchLink&gt;. Mar2010, Vol. 32 Issue 3, p250-255. 6p. 2 Charts, 1 Graph.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: A primary goal of education is to promote long-term knowledge storage and retrieval. Objective: A prospective interventional study design was used to investigate our research question: Does a dispersed curriculum promote better short- and long-term retention over a massed course? Methods: Participants included 20 gastroenterology residents from the University of Calgary ( N = 10) and University of Toronto ( N = 10). Participants completed a baseline test of nutrition knowledge. The nutrition course was imparted to University of Calgary residents for 4 h occurring 1 h weekly over 4 consecutive weeks: dispersed delivery (DD). At the University of Toronto the course was taught in one 4h academic half-day: massed delivery (MD). Post-curriculum tests were administered at 1 week and 3 months to assess knowledge retention. Results: The baseline scores were 46.39 &#177; 6.14% and 53.75 &#177; 10.69% in the DD and MD groups, respectively. The 1 week post-test scores for the DD and MD groups were 81.67 &#177; 8.57%, p &lt; 0.001 and 78.75 &#177; 4.43, p &lt; 0.001 which was significantly higher than baseline. The 3-month score was significantly higher in the DD group, but not in the MD group (65.28 &#177; 9.88%, p = 0.02 vs. 58.93 &#177; 12.06%, p = 0.18). The absolute pre-test to 1-week post-test difference was significantly higher at 35.28 &#177; 7.65% among participants in the DD group compared to 25.0 &#177; 11.80% in the MD group, p = 0.048. Similarly, the absolute pre-test to 3-month post-test difference was significantly higher at 18.9 &#177; 6.7% among the participants in the DD group, compared to 6.8 &#177; 11.8% in the MD group, p = 0.021. Conclusions: Long-term nutrition knowledge is improved with DD compared with MD. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Teacher is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3109/01421590903197019
    Languages:
      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 250
    Subjects:
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Universities & colleges
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      – SubjectFull: Long-term memory
        Type: general
      – SubjectFull: Internal medicine
        Type: general
      – SubjectFull: Digestive system diseases
        Type: general
      – SubjectFull: Malnutrition
        Type: general
    Titles:
      – TitleFull: Teaching in small portions dispersed over time enhances long-term knowledge retention.
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            NameFull: Violato, Claudio
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              Text: Mar2010
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              Y: 2010
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              Value: 32
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