Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings.
Level 4 - case-series / case-control
Uncontrolled educational intervention with post-test survey follow-up (graded by design analogy, not clinical CEBM)
PubMed 31921996 · doi:10.15766/mep_2374-8265.10850
What was done
An interactive workshop was developed and delivered at a national conference of pediatric educators to teach five cognitive learning strategies: spaced retrieval practice, interleaving, elaboration, generation, and reflection. Effectiveness was assessed using an immediate post-workshop commitment-to-change exercise and a follow-up survey administered six weeks later to evaluate self-reported implementation successes and barriers.
What was found
Of 161 registered participants, 52 completed the voluntary immediate workshop evaluation, and all 52 committed to making a change in their teaching. At the 6-week follow-up, 24 participants completed the survey. Among these 24 respondents, 82% (n = 18) reported implementing a change based on the workshop, 77% implemented a change they had committed to directly after the workshop, and 55% implemented a change they had not originally committed to.
Why it matters
The study outlines an active-learning workshop design that can encourage clinical educators to adopt evidence-based cognitive learning strategies in their teaching.
Limits
The study relied entirely on self-reported survey data rather than objective measures of teaching practice or trainee learning retention. There was severe attrition and potential non-response bias, with only 32% (52/161) completing the initial evaluation and 15% (24/161) completing the 6-week follow-up. There was no control or comparison group.
Cited by
- supports Scientific literature demonstrates that reflecting on material later causes people to learn it faster and retain it longer.