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Does Spaced Education Improve Clinical Knowledge among Family Medicine Residents? A Cluster Randomized Controlled Trial

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Bibliographic Details
Title: Does Spaced Education Improve Clinical Knowledge among Family Medicine Residents? A Cluster Randomized Controlled Trial
Language: English
Authors: Grad, Roland (ORCID 0000-0002-1591-613X), Leger, Daniel, Kaczorowski, Janusz, Schuster, Tibor, Adler, Samara, Aman, Marya, Archibald, Douglas, Beaulieu, Marie-Claude, Chmelicek, John, Cornelissen, Evelyn, Delleman, Bethany, Hadj-Mimoune, Sonia, Horvey, Samantha, Macaluso, Steven, Mintsioulis, Stephen, Murdoch, Stuart, Ng, Brian, Papineau, Alain, Rangwala, Sohil, Rousseau, Mathieu, Rudkin, Teresa, Schabort, Inge, Schultz, Karen, Snow, Pamela, Wong, Eric, Wu, Pearson, Brailovsky, Carlos
Source: Advances in Health Sciences Education. Aug 2021 26(3):771-783.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Medical Education, Graduate Students, Medical Students, Family Practice (Medicine), Teaching Methods, Instructional Effectiveness, Computer Uses in Education, Foreign Countries, Licensing Examinations (Professions)
Geographic Terms: Canada
DOI: 10.1007/s10459-020-10020-z
ISSN: 1382-4996
Abstract: Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1306091
Database: ERIC
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Abstract:Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.
ISSN:1382-4996
DOI:10.1007/s10459-020-10020-z