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Science of Learning Strategy Series: Article 1, Distributed Practice.

Thomas J Van Hoof1, Megan A Sumeracki, Christopher R Madan

  • 1Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, CT and Associate Professor, Department of Public Health Sciences, University of Connecticut School of Medicine, Farmington, CT. Dr. Sumeracki: Associate Professor, Department of Psychology, Rhode Island College. Dr. Madan: Assistant Professor, School of Psychology, University of Nottingham, Nottingham, United Kingdom.

The Journal of Continuing Education in the Health Professions
|October 12, 2020
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Summary

Distributed practice, spacing out learning over time, enhances memory and mastery. This evidence-based strategy improves continuing professional development (CPD) for both planners and participants.

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Area of Science:

  • Learning science
  • Cognitive psychology
  • Neuroscience

Background:

  • Distributed practice is a learning strategy proven to enhance memory and information processing.
  • Spacing study or practice over time allows for more efficient learning and better retention.
  • This approach is increasingly relevant to continuing professional development (CPD) in health professions.

Purpose of the Study:

  • To highlight the importance of distributed practice in continuing professional development.
  • To explain the cognitive and neuroscience rationale behind distributed practice.
  • To illustrate how CPD interventions can leverage distributed practice for improved educational outcomes.

Main Methods:

  • Review of cognitive psychology and neuroscience research on learning.
  • Analysis of existing literature on the implementation of distributed practice in health professions education.
  • Examination of common CPD interventions and their potential for incorporating distributed practice.

Main Results:

  • Distributed practice enhances the processing of complex information, leading to increased mastery and memory.
  • Examples of distributed practice in health professions education are emerging in the literature.
  • Existing CPD interventions can be adapted to effectively utilize distributed practice.

Conclusions:

  • Understanding distributed practice can help CPD planners improve educational activities.
  • CPD participants can make more informed choices by understanding the benefits of spaced learning.
  • Distributed practice offers a powerful, evidence-based strategy for optimizing professional learning and retention.