Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Blinding01:11

Blinding

Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.
Randomized Experiments01:13

Randomized Experiments

The randomization process involves assigning study participants randomly to experimental or control groups based on their probability of being equally assigned. Randomization is meant to eliminate selection bias and balance known and unknown confounding factors so that the control group is similar to the treatment group as much as possible. A computer program and a random number generator can be used to assign participants to groups in a way that minimizes bias.
Simple randomization
Simple...
Blind Procedures02:07

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
What is an Experiment?01:12

What is an Experiment?

An experiment is a planned activity carried out under controlled conditions. The purpose of an experiment is to investigate the relationship between two variables. When one variable causes change in another, we call the first variable the explanatory or independent variable. The affected variable is called the response or dependent variable. In a randomized experiment, the researcher manipulates values of the explanatory variable and measures the resulting changes in the response variable. The...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Lung Cancer Screening Centralization Is Associated With Improved Screening Uptake: The Veterans Healthcare Administration's Experience 2015-2021.

Chest·2026
Same author

Centralization of Lung Cancer Screening and Adherence to First Follow-up Assessment: The Veterans Health Administration Experience.

Annals of the American Thoracic Society·2026
Same author

Long COVID Persistence and Surveillance Gaps Across 58 US Hospitals.

JAMA network open·2026
Same author

Estimating Lung Cancer Screening Eligibility in the Veterans Health Administration Using Patient-Reported Smoking Histories.

Journal of general internal medicine·2026
Same author

Accuracy of an XGBoost-based privacy preserving record linkage system compared with an electronic health record patient matching module in identifying patients shared between nearby academic health centers.

Journal of the American Medical Informatics Association : JAMIA·2026
Same author

Digital health literacy as mediator between language preference and telehealth use among Latinos in the United States.

Journal of the American Medical Informatics Association : JAMIA·2026

Related Experiment Videos

Knowledge retention after an online tutorial: a randomized educational experiment among resident physicians.

Douglas S Bell1, Charles E Harless, Jerilyn K Higa

  • 1Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine at UCLA, Los Angeles, CA 90024, USA. dbell@mednet.ucla.edu

Journal of General Internal Medicine
|May 1, 2008
PubMed
Summary
This summary is machine-generated.

Physicians forget medical knowledge rapidly after training. To retain information, medical professionals must review content within a week of learning to combat knowledge decay.

Related Experiment Videos

Area of Science:

  • Medical Education Research
  • Knowledge Retention Studies
  • Continuing Medical Education

Background:

  • The long-term knowledge retention of physicians following educational interventions is not well understood.
  • Optimizing knowledge reinforcement requires a clear understanding of the time course of retention.

Purpose of the Study:

  • To characterize the time course of knowledge retention in physicians after an online learning activity.
  • To determine the optimal timing for knowledge reinforcement to ensure long-term retention.

Main Methods:

  • An educational follow-up experiment was conducted with internal and family medicine residents.
  • Knowledge retention was measured using multiple-choice tests at six randomized intervals (0-55 days) post-tutorial.
  • The online tutorial covered two American Diabetes Association guidelines.

Main Results:

  • Mean knowledge scores increased significantly immediately after the tutorial (50% to 76%).
  • Knowledge gains were halved by 3-8 days, with no significant retention observed at 55 days.
  • No participant characteristics significantly altered the rate of knowledge decline.

Conclusions:

  • Immediate post-test success and learner satisfaction do not guarantee long-term knowledge retention.
  • Physicians need to review or reinforce learning materials within one week to achieve sustained knowledge recall.
  • This study highlights the rapid decay of medical knowledge and the necessity for timely reinforcement strategies.