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Does testing enhance learning in continuing medical education?

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Test-enhanced learning (TEL) did not improve physician performance in continuing medical education (CME). Physicians who were tested did not score higher on a final exam than those who only reviewed material.

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Area of Science:

  • Medical Education Research
  • Cognitive Psychology

Background:

  • Continuing Medical Education (CME) is increasingly informed by theory-driven research.
  • Test-enhanced learning (TEL) is a known phenomenon where testing improves learning.
  • The applicability of TEL to CME remains under investigation.

Purpose of the Study:

  • To determine if test-enhanced learning (TEL) applies to continuing medical education (CME).
  • To compare the learning outcomes of physicians receiving intervening tests versus additional study material.

Main Methods:

  • Forty-nine physicians were randomized into two groups: a test group (n=26) and a study-only group (n=23).
  • The test group completed two 20-item multiple-choice quizzes, while the study group reviewed the same content.
  • Testing and studying occurred during the CME and four weeks later; a final test was administered at eight weeks.

Main Results:

  • No significant difference in final test performance was observed between the test group (75%) and the study-only group (77%).
  • The findings indicate a null effect for test-enhanced learning in this CME context.

Conclusions:

  • The study's null findings contrast with previous research on test-enhanced learning in novice learners.
  • The absence of TEL in this CME setting suggests careful consideration before its implementation.
  • Programmatic factors may influence the effectiveness of TEL in continuing medical education.