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

Law of Effect01:06

Law of Effect

B.F. Skinner, a prominent figure in behavioral psychology, introduced operant conditioning by emphasizing the role of consequences in shaping behavior. This theory builds upon the law of effect proposed by Edward Thorndike, which posits that behaviors followed by satisfying outcomes are likely to be repeated. In contrast, those followed by unsatisfying outcomes are less likely to recur.
Edward Thorndike's foundational work involved studying learning in animals, particularly using puzzle boxes...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Reliability and Validity01:29

Reliability and Validity

Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.

You might also read

Related Articles

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

Sort by
Same author

Predicting Treatment Outcome of Patients with Type 2 Diabetes on Once-Daily Basal Insulin Injections using Machine Learning.

Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual International Conference·2025
Same author

Orismilast, a phosphodiesterase 4B/D inhibitor, in moderate-to-severe atopic dermatitis: efficacy and safety from a multicentre randomized placebo-controlled phase IIb dose-ranging study (ADESOS).

The British journal of dermatology·2025
Same author

A change of mind: Error motivation is shaped by error perceptions in different learning environments.

Medical teacher·2024
Same author

Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective.

MedEdPublish (2016)·2024
Same author

The concept of errors in medical education: a scoping review.

Advances in health sciences education : theory and practice·2022
Same author

Patient-reported adverse effects when switching from oral to subcutaneous administration of methotrexate: A prospective, multicenter, paired cohort study.

Journal of the American Academy of Dermatology·2022

Related Experiment Video

Updated: Jun 26, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

The effect of testing on skills learning.

Charles B Kromann1, Morten L Jensen, Charlotte Ringsted

  • 1Centre for Clinical Education, Rigshospitalet, Copenhagen University Hospital, Capital Region of Denmark. charles.kromann@gmail.com

Medical Education
|January 15, 2009
PubMed
Summary

Testing medical students after a resuscitation skills course significantly improved learning outcomes compared to extra practice time. This suggests testing enhances skill acquisition and retention.

More Related Videos

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Related Experiment Videos

Last Updated: Jun 26, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Skills Training

Background:

  • Assessment influences study habits and memory recall.
  • The impact of testing on skills learning, particularly in simulation-based medical education, remains underexplored.
  • Optimizing learning outcomes in costly simulation courses is a key objective.

Purpose of the Study:

  • To investigate whether incorporating testing as a final activity in a skills course enhances learning outcomes.
  • To compare the effect of testing versus additional practice time on skill acquisition.

Main Methods:

  • A prospective, randomized, single-blind, post-test-only study involving 140 medical students in a resuscitation course.
  • Participants were randomized into an intervention group (3.5 hours training + 30 minutes testing) or a control group (4 hours training).
  • Learning outcomes were assessed two weeks post-course using a simulated scenario and checklist.

Main Results:

  • Learning outcomes were significantly higher in the intervention group (82.8%) compared to the control group (73.3%) (P < 0.001).
  • The effect size was substantial at 0.93, indicating a large difference between groups.
  • 81 out of 140 students participated in the final assessment.

Conclusions:

  • Testing as a concluding activity in resuscitation skills courses demonstrably improves medical students' learning outcomes.
  • This finding supports the integration of assessment as a learning tool, rather than solely for evaluation.
  • The study highlights the efficacy of the testing effect in practical skills acquisition.