The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Online Spaced Education Generates Transfer and Improves Long-Term Retention of Diagnostic Skills: A Randomized Controlled Trial
Abstract
BACKGROUND: Retention of learning from surgical training is often limited, especially if the knowledge and skills are used infrequently. Using histopathology diagnostic skills as an experimental system, we compared knowledge transfer and retention between bolus Web-based teaching (WBT) modules and online spaced education, a novel email-based method of online education founded on the spacing effect. STUDY DESIGN: All US urology residents were eligible to participate. Enrollees were randomized to 1 of 2 cohorts. Cohort 1 residents received 3 cycles/repetitions of spaced education on prostate-testis histopathology (weeks 1 to 16) and 3 WBT modules on bladder-kidney (weeks 14 to 16). Cohort 2 residents received 3 cycles of spaced education on bladder-kidney (weeks 1 to 16) and 3 WBT modules on prostate-testis (weeks 14 to 16). Each daily spaced education email presented a clinical scenario with histopathology image and asked for a diagnosis. Participants received immediate feedback after submitting their answers. Each cycle/repetition was 4 weeks long and consisted of 20 questions with unique images. WBT used the identical content and delivery system, with questions aggregated into three 20-question modules. Long-term retention of all 4 topics was assessed during weeks 18 to 45. RESULTS: Seven-hundred and twenty-four urology residents enrolled. Spaced education and WBT were completed by 77% and 66% of residents, respectively. Spaced education and WBT generated mean long-term score increases of 15.2% (SD 15.3%) and 3.4% (SD 16.3%), respectively (p < 0.01). Spaced education increased long-term learning efficiency 4-fold. CONCLUSIONS: Online spaced education generates transfer of histopathology diagnostic skills and substantially improves their long-term retention. Additional research is needed to determine how spaced education can optimize learning, transfer, and retention of surgical skills.
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Cites
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science · doi:10.1111/j.1467-9280.2006.01693.x · Cited by 2,867
The Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791
Teaching Surgical Skills: What Kind of Practice Makes Perfect?: A Randomized, Controlled Trial
Moulton, C.-A. E., Dubrowski, A., MacRae, H., Graham, B., Grober, E., & Reznick, R. (2006) · Annals of Surgery · doi:10.1097/01.sla.0000234808.85789.6a · Cited by 653
Enhancing learning and retarding forgetting: Choices and consequences
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194050 · Cited by 282
Tests enhance the transfer of learning
Rohrer, D., Taylor, K., & Sholar, B. (2010) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0017678 · Cited by 217
The Phosphatase SHP2 Regulates the Spacing Effect for Long-Term Memory Induction
Pagani, M. R., Oishi, K., Gelb, B. D., & Zhong, Y. (2009) · Cell · doi:10.1016/j.cell.2009.08.033 · Cited by 157
Spacing repetitions over 1 week
Glenberg, A. M., & Lehmann, T. S. (1980) · Memory & Cognition · doi:10.3758/bf03213772 · Cited by 151
Cited by
Effective in-service training design and delivery: evidence from an integrative literature review
Bluestone, J., Johnson, P., Fullerton, J., Carr, C., Alderman, J., & BonTempo, J. (2013) · Human Resources for Health · doi:10.1186/1478-4491-11-51 · Cited by 329
Conceptualising spaced learning in health professions education: A scoping review
Versteeg, M., Hendriks, R. A., Thomas, A., Ommering, B. W. C., & Steendijk, P. (2020) · Medical Education · doi:10.1111/medu.14025 · Cited by 107
Chen, O., Paas, F., & Sweller, J. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09613-w · Cited by 62
Taveira-Gomes, T., Prado-Costa, R., Severo, M., & Ferreira, M. A. (2015) · BMC Medical Education · doi:10.1186/s12909-014-0275-0 · Cited by 39
Gupta, S., Ojeh, N., Sa, B., Majumder, M. A. A., Singh, K., & Adams, O. P. (2020) · Advances in Medical Education and Practice · doi:10.2147/amep.s267834 · Cited by 23
Metadata
- Authors
- Kerfoot, P. B., Fu, Y., Baker, H., Connelly, D., Ritchey, M. L., & Genega, E. M.
- Venue
- Journal of the American College of Surgeons
- Published
- 2010-09
- Volume
- 211
- Issue
- 3
- Pages
- 331-337e1
- ISSN
- 1072-7515 (ISSN-L)
- OpenAlex
- W2047189665
- Cited by
- 158
- References
- 7
- FWCI
- 5.07
- Type
- journal article
- Language
- en
- Open access
- closed
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- Kerfoot, P. B., Fu, Y., Baker, H., Connelly, D., Ritchey, M. L., & Genega, E. M. (2010). Online Spaced Education Generates Transfer and Improves Long-Term Retention of Diagnostic Skills: A Randomized Controlled Trial. Journal of the American College of Surgeons. https://doi.org/10.1016/j.jamcollsurg.2010.04.023
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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