The DOI matches its Crossref record; 17 of the 18 references it cites were found in a registry or an index.
Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial
Abstract
Context Laboratory studies in cognitive psychology with relatively brief final recall intervals suggest that repeated retrieval in the form of tests may result in better retention of information compared with repeated study. Objectives Our study evaluates if repeated testing of material taught in a real‐life educational setting (a didactic conference for paediatric and emergency medicine residents) replicates these findings when measured at a more educationally relevant final recall interval of 6 months. Methods Residents participated in an interactive teaching session on two topics: (i) status epilepticus, and (ii) myasthenia gravis. Residents were randomised to two counter‐balanced groups which either took tests on status epilepticus and studied a review sheet on myasthenia gravis (SE‐T/MG‐S group) or took tests on myasthenia gravis and studied a review sheet on status epilepticus (MG‐T/SE‐S group). Testing and studying occurred immediately after teaching and then at two additional times at intervals of about 2 weeks. Residents received feedback after each test. Tests consisted of short‐answer questions and the review sheets consisted of information identical to that on the answer sheets for the tests. At about 6 months residents took a final test on both topics. Results Nineteen residents in the SE‐T/MG‐S group and 21 residents in the MG‐T/SE‐S group completed the study. Collapsing across groups, repeated testing produced final test scores that were an average of 13% higher than those produced by repeated study (39% versus 26%) at > 6 months after the initial teaching session (t[78] = 3.93, standard error of the difference = 0.03, P < 0.001, d = 0.91). Conclusions Repeated testing with feedback appears to result in significantly greater long‐term retention of information taught in a didactic conference than repeated, spaced study. Testing should be considered for its potential impact on learning and not only as an assessment device.
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In the citing paper
“This effect, though, is also readily found in elementary school children (Fazio & Marsh 2019, Karpicke et al. 2016), in middle school (Roediger et al. 2011a) and high school students ( McDermott et al. 2014a), in college classrooms (Lyle & Crawford 2011, Mayer et al. 2009), and in medical students (Larsen et al. 2009).Older adults, too, can benefit from retrieval practice (Meyer & Logan 2013, Rog”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Larsen et al. 2009
In the citing paper
“In the context of medical education, Larsen et al. [39] found that spaced quizzes on anatomy led to markedly better test performance compared to single assessments, demonstrating the advantages of frequent retrieval practice over time.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [39]
In the citing paper
“For example, randomized controlled trials demonstrate that repeated testing promotes better retention of information than repeated studying, a phenomenon known as the testing effect.3,4”
From Effect of repeated/spaced formative assessments on medical school final exam performance (2017) · cites this paper as [4]
Citations
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 power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037
The Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791
Test-enhanced learning in medical education
Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03124.x · Cited by 610
Self-citationTesting the testing effect in the classroom
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326154 · Cited by 563
Reifler, B. V. (1982) · Social Science & Medicine · doi:10.1016/0277-9536(82)90250-7 · Cited by 457
Testing improves long-term retention in a simulated classroom setting
Butler, A. C., & Roediger, H. L. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326097 · Cited by 434
Self-citationKarpicke, J. D., & Roediger, H. L. (2007) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.33.4.704 · Cited by 421
Albanese, M. (2000) · Medical Education · doi:10.1046/j.1365-2923.2000.00753.x · Cited by 418
The effect of testing on skills learning
Kromann, C. B., Jensen, M. L., & Ringsted, C. (2009) · Medical Education · doi:10.1111/j.1365-2923.2008.03245.x · Cited by 315
Research works printed but not linked: 1
- Accreditation Council for Graduate Medical Education, 2007, Common Program Requirements
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The critical role of retrieval practice in long-term retention
Roediger, H. L., & Butler, A. C. (2011) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2010.09.003 · Cited by 1,796
Self-citationIncreased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011) · Science · doi:10.1126/science.1204820 · Cited by 959
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017) · Review of Educational Research · doi:10.3102/0034654316689306 · Cited by 544
Repeated testing produces superior transfer of learning relative to repeated studying.
Butler, A. C. (2010) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/a0019902 · Cited by 492
Self-citationMcDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0021782 · Cited by 360
Metadata
- Authors
- Larsen, D. P., Butler, A. C., & Roediger III, H. L.
- Affiliations
- Washington University in St. Louis (US)
- Corresponding author
- Larsen, Douglas P
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 2009-11-17
- Volume
- 43
- Issue
- 12
- Pages
- 1174-1181
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W2154424209
- Cited by
- 383
- References
- 18
- Citations by year
- 2026: 18 · 2025: 19 · 2024: 16 · 2023: 26 · 2022: 32 · 2021: 32 · 2020: 30 · 2019: 33 · 2018: 30 · 2017: 15 · 2016: 22 · 2015: 29 · 2014: 25 · 2013: 19 · 2012: 16
- FWCI
- 5.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Education (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- retesting, retrieval practice, long-term retention, feedback, medical residents, status epilepticus, myasthenia gravis
- MeSH terms
- Clinical Competence, Educational Measurement, Humans, Retention, Psychology, Teaching, Time Factors
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