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Testing Test-Enhanced Continuing Medical Education: A Randomized Controlled Trial.

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Summary
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Test-enhanced learning (TEL) using multiple-choice questions (MCQs) moderately improved knowledge retention in continuing professional development (CPD). Most physicians reported better learning from this efficient educational intervention.

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Area of Science:

  • Medical Education
  • Continuing Professional Development
  • Cognitive Psychology

Background:

  • Continuing Professional Development (CPD) is crucial for healthcare professionals.
  • Traditional CPD methods may not always optimize knowledge retention.
  • Innovative educational interventions are needed to enhance learning outcomes.

Purpose of the Study:

  • To evaluate the impact of test-enhanced learning (TEL) using multiple-choice questions (MCQs) on knowledge retention in CPD.
  • To assess the effect of TEL on self-reported learning behaviors among physicians.

Main Methods:

  • A randomized controlled trial was conducted with physicians attending a CPD conference.
  • Participants were randomized to a TEL group (preworkshop MCQ test, postworkshop MCQ test with feedback) or a control group.
  • Knowledge retention was measured via a clinical vignette-based test four weeks post-conference.

Main Results:

  • A meta-analysis showed a moderate effect size for TEL (Hedges g = 0.46), indicating improved knowledge retention.
  • The majority of participants (65%) in the TEL group reported enhanced learning due to pretesting.
  • No significant differences were reported in satisfaction or efficiency of TEL.

Conclusions:

  • Test-enhanced learning (TEL) is an efficient and effective intervention for improving knowledge retention in CPD.
  • The use of formative assessments like MCQs should be further explored and implemented in CPD.
  • Testing for learning represents an underutilized strategy in professional development.