Comparison of Rewatching Class Recordings versus Retrieval Practice as Post-Lecture Learning Strategies

Area of Science:

• Pharmacology Education
• Learning Strategies
• Knowledge Retention

Background:

• Effective study strategies are crucial for Doctor of Pharmacy (PharmD) students' long-term retention of complex pharmacotherapeutics material.
• Traditional methods like rewatching recorded lectures are common, but their efficiency and effectiveness compared to active recall methods require investigation.

Purpose of the Study:

• To compare the relative effectiveness of rewatching recorded lectures versus retrieval practice on PharmD students' long-term retention of pharmacotherapeutics content.
• To evaluate the efficiency and student perceptions of these two distinct learning strategies.

Main Methods:

• One hundred two first-year PharmD students participated, attending two lectures on different topics.
• Students subsequently either re-studied one lecture via recording or used retrieval practice (responding to course objectives) for the other topic.
• Long-term retention was assessed via an unannounced quiz one week later, with time-on-task and perceptions also recorded.

Main Results:

• No significant difference in long-term retention performance was observed between the rewatching and retrieval practice groups.
• Students who rewatched lectures initially performed better immediately after studying compared to those using retrieval practice.
• Retrieval practice proved more time-efficient, requiring less time to achieve comparable long-term knowledge retention.

Conclusions:

• Practice testing, or retrieval practice, may be a more efficient and cost-effective strategy for enhancing long-term knowledge retention in pharmacy education.
• PharmD students are encouraged to prioritize active recall methods like practice testing over passively rewatching recorded lectures for improved long-term learning outcomes.