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Related Experiment Video

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The pedagogical value of testing: how far does it extend?

Kevin W Eva1, Colleen Brady2, Marion Pearson2

  • 1Department of Medicine, Centre for Health Education Scholarship, University of British Columbia, 429K - 2194 Health Sciences Mall, Vancouver, BC, V6T 1Z3, Canada. kevin.eva@ubc.ca.

Advances in Health Sciences Education : Theory and Practice
|May 28, 2018
PubMed
Summary
This summary is machine-generated.

Testing improves memory for both tested and related non-tested material. This retrieval-enhanced learning effect was observed in pharmacy students, suggesting flexible pedagogical applications for testing.

Keywords:
Assessment-for-learningRetrieval-enhanced learningRetrieval-induced facilitationTest-enhanced learning

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Pharmacy Education

Background:

  • Information is generally better remembered after being studied and tested compared to only studying.
  • Uncertainty exists regarding whether testing benefits only tested material, facilitates learning of related non-tested content, or inhibits memory of non-tested material.

Purpose of the Study:

  • To investigate the effects of testing on memory recall for both directly tested and related non-tested material.
  • To determine if testing improves learning of material that was studied but not tested.
  • To assess the generalizability of retrieval-enhanced learning in pharmacy students.

Main Methods:

  • 52 second-year pharmacy students studied gastroesophageal reflux disease and peptic ulcer disease.
  • One group studied for 30 minutes; another studied for 20 minutes and was tested for 10 minutes.
  • A 40-item test administered two weeks later included questions on tested material, studied-only material, related therapeutic material, and general pharmaceutical knowledge.

Main Results:

  • Significant retrieval-enhanced learning effects were observed for both tested material (22.9% difference) and studied-only material (18.9% difference).
  • No significant effects were found for questions on different disease states or general pharmaceutical knowledge.
  • Testing increased the likelihood of students reporting material review, but this did not correlate with better performance.

Conclusions:

  • Testing benefits the recall of both directly tested information and related material that was studied but not tested.
  • The positive effects of testing generalize to related, non-tested content, enhancing overall learning.
  • Test-based interventions can be flexibly applied in educational settings to improve learning outcomes.