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The effect of teaching method on long-term knowledge retention.

Geri W Beers1, Susan Bowden

  • 1Ida V. Moffett School of Nursing at Samford University, Birmingham, Alabama, USA. gwbeers@samford.edu

The Journal of Nursing Education
|December 14, 2005
PubMed
Summary

Problem-based learning (PBL) significantly improved long-term knowledge retention compared to traditional lectures. Students in the PBL group scored higher on a delayed exam and endocrine knowledge recall a year later.

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Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Effective teaching strategies are crucial for knowledge retention.
  • Problem-based learning (PBL) is an alternative to traditional lecture-based methods.
  • Previous research showed no immediate difference in test scores between PBL and lecture.

Purpose of the Study:

  • To evaluate the long-term knowledge retention of medical students.
  • To compare the effectiveness of problem-based learning (PBL) versus traditional lectures.
  • To assess knowledge retention one year after instruction.

Main Methods:

  • A comparative study design was used.
  • Two groups of students were assessed: one taught via PBL, the other via lecture.
  • Knowledge retention was measured using a repeated posttest and a comprehensive adult health examination, including an endocrine subsection, one year after the initial instruction.

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Main Results:

  • A statistically significant difference was found in long-term knowledge retention (p < 0.05).
  • The PBL group demonstrated significantly higher scores on the endocrine subsection of the examination.
  • The PBL group also achieved significantly higher scores on the repeated posttest administered one year later.

Conclusions:

  • Problem-based learning (PBL) enhances long-term knowledge retention compared to traditional lectures.
  • PBL is particularly effective for retaining specialized knowledge, such as in the endocrine system.
  • The findings support the use of PBL for durable learning outcomes in medical education.