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Cited by 5Innovations in Medical EducationVeterinary Practice and Education StudiesMemory Processes and Influences

The effect of repeated review of course content on medium- and long-term retention in an elective veterinary cardiology course

Ward, Jessica L., Vengrin, Courtney A.·2024·Journal of Veterinary Medical Education
DOI 10.3138/jvme-2023-0088
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Abstract

Assessment in veterinary medicine is challenging given the high volume of material and high cognitive load. Differing opinions exist regarding the utility of comprehensive final examinations in veterinary courses. A mixed-methods prospective randomized trial was undertaken with veterinary students ( n = 47) in an elective cardiology course. All students received identical content, which was presented through weekly in-class lectures (eight total lessons). They were given access to four different formats of study aids and completed quizzes of content knowledge within 1 week of each lesson. For the cumulative final examination (post-test), students were explicitly instructed to study only for four out of the eight lessons. Students then completed a delayed post-test 3–6 months after completion of the course. Quantitative and qualitative data were collected in the form of in-depth pre- and post-course surveys. Overall, studying a particular lesson for the post-test resulted in higher scores for six out of eight lessons in the post-test ( p < .05) but did not result in significantly higher scores for any lesson in the delayed post-test. Time spent studying for individual quizzes, as well as other measures of study habits, decreased significantly throughout the semester. Among study aids, student preference was highest for instructor-provided graphic organizers, and this preference persisted across the semester with a shift away from instructor-provided outlines over time ( p = .043). Free-text survey responses showed that students had realistic expectations for the impact of studying for the post-test and appreciated exposure to a variety of study aid formats. In an elective veterinary cardiology course, review of material prior to a cumulative final examination led to improved short-term performance but no difference in retention 3–6 months later.

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  • Strategies including peer tutoring and qualitative student reflections allowed learners to self-regulate their progress and perceive a higher degree of readiness for high-stakes examinations.

    “Additionally, strategies including peer tutoring and qualitative student reflections allowed learners to self-regulate their progress and perceive a higher degree of readiness for high-stakes examinations (Azim et al., 2025;Burel et al., 2025;Ward & Vengrin, 2024).”

    From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Ward & Vengrin, 2024

  • A distinctive methodological feature is the rigorous use of delayed post-tests, ranging from two weeks to one year, serving as the primary indicator of internal validity for long-term memory consolidation.

    “A distinctive methodological feature is the rigorous use of delayed post-tests, ranging from two weeks to one year, serving as the primary indicator of internal validity for long-term memory (LTM) consolidation rather than transitory performance”

    From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Ward & Vengrin, 2024

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Authors
Ward, J. L., & Vengrin, C. A.
Affiliations
Iowa State University (US)
ORCID
Venue
Journal of Veterinary Medical Education
Publisher
University of Toronto Press Inc. (UTPress)
Published
2024-10-15
Volume
51
Issue
5
Pages
630-642
ISSN
  • 0748-321X (ISSN-L)
  • 1943-7218
DOI
10.3138/jvme-2023-0088
OpenAlex
W4386091107
Cited by
5
References
33
Citations by year
2026: 2 · 2025: 2 · 2024: 1
FWCI
1.28
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Veterinary Medical Education (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Health Professions › Speech and Hearing › Veterinary Practice and Education Studies
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
learning tools, graphic organizers, study habits, study time allocation, student preferences, veterinary students
MeSH terms
Cardiology, Curriculum, Education, Veterinary, Educational Measurement, Female, Humans, Male, Prospective Studies, Retention, Psychology

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