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Updated: Nov 27, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Toward Practice-Based Continuing Education Protocols: Using Testing to Help Physicians Update Their Knowledge.

Heather Armson1, Stefanie Roder, Jacqueline Wakefield

  • 1Dr. Armson: Professor, Department of Family Medicine; Assistant Dean, Office of Continuing Medical Education and Professional Development, Cumming School of Medicine, University of Calgary, Calgary, AB; and Research Director, The Foundation for Medical Practice Education, McMaster University, Hamilton, ON; Dr. Roder: Research Program Coordinator, The Foundation for Medical Practice Education, McMaster University, Hamilton, ON; Dr. Wakefield: Professor Emeritus, Department of Family Medicine, McMaster University; and Senior Editor, The Foundation for Medical Practice Education, McMaster University, Hamilton, ON; and Dr. Eva: Professor and Director of Education Research and Scholarship, Department of Medicine; and Associate Director and Senior Scientist, Centre for Health Education Scholarship, University of British Columbia, Vancouver, BC.

The Journal of Continuing Education in the Health Professions
|December 7, 2020
PubMed
Summary
This summary is machine-generated.

Low-stakes pretesting interventions improve knowledge retention and practice changes for physicians. This assessment strategy enhances continuing professional development effectiveness, regardless of perceived topic need.

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Area of Science:

  • Medical Education
  • Continuing Professional Development
  • Health Professions Education

Background:

  • Assessment for learning is crucial in education but shows variable effectiveness in continuing professional development.
  • Factors influencing the impact of testing on practitioners remain unclear.
  • Web-based pretesting is explored to enhance the maintenance of professional competence.

Purpose of the Study:

  • To explore variables influencing the value of web-based pretesting for continuing professional development.
  • To improve the capacity of educational programs to support physician competence maintenance.

Main Methods:

  • Family physicians participated in a practice-based learning program, completing modules independently or in groups.
  • Participants were assigned to either a pretest intervention or a review article before the learning session.
  • Outcome tests, practice change plans, and documented changes were assessed post-intervention.

Main Results:

  • Physicians in the pretest group spent less time on the task (16.7 vs. 25.7 minutes).
  • Pretested physicians showed better recall on repeated questions (65.9% vs. 58.7%).
  • Independent learners in the pretest group reported higher rates of practice change commitment (80.0% vs. 45.0%).

Conclusions:

  • Low-stakes formative quizzes with feedback enhance physician knowledge retention from educational interventions.
  • The effectiveness of pretesting is independent of physicians' perceived need for the continuing professional development topic.
  • Pretesting interventions can positively influence practice behavior change in physicians.