Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study

Area of Science:

• Medical Education
• E-learning Technologies
• Pediatric Residency Training

Background:

• Optimal pedagogical strategies for e-learning in medical education are under investigation.
• Video-based e-learning is increasingly used, with potential benefits from breaks and interspersed questions.
• Research suggests breaks may improve focus, and questions may enhance knowledge acquisition and retention.

Purpose of the Study:

• To evaluate the impact of interspersed test questions and periodic breaks on immediate knowledge acquisition and 6-month retention in pediatric residents using video-based e-learning.

Main Methods:

• Pediatric residents were randomized into three groups: full video, video with logic puzzles, or video with short answer questions.
• Pre- and post-tests assessed immediate knowledge, with a retention test administered at 6 months.
• The primary outcome was the comparison of changes in test scores between groups.

Main Results:

• No significant differences in immediate knowledge gain were observed across the three learning groups.
• Knowledge retention at 6 months was significant for the full video and short answer questions groups.
• The logic puzzles group showed no significant knowledge retention compared to baseline.

Conclusions:

• Interrupted video viewing with logic puzzles or test questions did not enhance immediate knowledge gain compared to uninterrupted viewing.
• Both uninterrupted video viewing and viewing with interspersed questions led to significant long-term knowledge retention.
• These findings suggest that specific interruptions may not be beneficial for immediate learning but can support sustained knowledge retention in medical e-learning.