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Updated: Feb 16, 2026

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
How teachers can help learners build storage and retrieval strength.
Janeve Desy1, Kevin Busche1, Ronald Cusano2
1a Office of Undergraduate Medical Education , Cumming School of Medicine, University of Calgary , Calgary , Canada.
Medical teachers can enhance student learning by optimizing cognitive load, providing explanations, and using retrieval practice. These strategies improve information storage and recall, leading to better educational outcomes.
Area of Science:
- Medical Education
- Cognitive Science
- Learning Theory
Background:
- Effective teaching requires more than content expertise; it involves actively shaping student learning processes.
- The theory of disuse provides a framework for understanding memory storage and retrieval.
Purpose of the Study:
- To discuss strategies medical teachers can employ to improve student learning efficiency and effectiveness.
- To apply the theory of disuse to enhance both the storage and retrieval of medical knowledge.
Main Methods:
- Utilizing the Bjork and Bjork theory of disuse as a guiding framework.
- Identifying and discussing specific pedagogical strategies to bolster memory consolidation and recall.
Main Results:
- Strategies to improve storage strength include managing cognitive load, offering causal explanations, and delivering effective feedback.
- Techniques for enhancing retrieval strength involve situated cognition and diverse retrieval practice methods.
Conclusions:
- Implementing these teaching strategies can potentially elevate student learning outcomes in medical education.
- Further research is needed to compare the effectiveness of different teaching strategies and integrate psychological findings into medical instruction.
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