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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

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Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Documentation in Long-Term and Home Healthcare Setting01:29

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Long-Term Care Facilities
Methods of Documentation II: POMR01:26

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Clinical Trials: Overview01:11

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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

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Related Experiment Videos

Learning and retention from an online tutorial among resident physicians.

Douglas S Bell1, Jerilyn Higa, Carol M Mangione

  • 1Dept. of Medicine, David Geffen School of Medicine at UCLA, Los Angeles, CA, USA.

AMIA ... Annual Symposium Proceedings. AMIA Symposium
|August 13, 2008
PubMed
Summary

Immediate post-testing after an online diabetes tutorial maximized knowledge gains. However, retention significantly decreased over time, with no lasting knowledge observed after 55 days, highlighting the need for timely knowledge reinforcement.

Related Experiment Videos

Area of Science:

  • Medical Education
  • Knowledge Retention
  • Diabetes Mellitus Management

Background:

  • Effective diabetes education is crucial for healthcare professionals.
  • Online tutorials offer flexible learning but require evaluation for knowledge retention.
  • Understanding the decay of learned information over time is vital for designing effective educational interventions.

Purpose of the Study:

  • To assess the retention of diabetes knowledge gained from an online tutorial over varying time intervals.
  • To identify factors influencing knowledge acquisition and retention in medical residents.
  • To inform the optimal timing for knowledge reinforcement after online medical education.

Main Methods:

  • A randomized controlled trial involving 91 residents completing an online diabetes tutorial.
  • Post-testing was conducted at 0, 1, 3, 8, 21, and 55 days post-tutorial.
  • Linear regression analysis was used to identify predictors of learning and retention.

Main Results:

  • Immediate post-testing (0 days) showed the highest knowledge scores (2.5 SD above baseline).
  • Knowledge gains were halved by day 8, and no significant retention was observed by day 55.
  • Critical appraisal skills and time spent on the tutorial positively correlated with learning outcomes.

Conclusions:

  • Knowledge retention from online diabetes tutorials is time-dependent and decays rapidly.
  • Immediate assessment maximizes initial knowledge gains, but reinforcement is necessary for long-term retention.
  • Learner engagement (time spent) and foundational skills (critical appraisal) enhance immediate learning from online educational modules.