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Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study
Mohammad B Azzam1,2, Ronald A Easteal2
1Faculty of Education, Western University, London, ON N6G 1G7 Canada.
Medical Science Educator
|August 30, 2021
Summary
Retrieval practice (RP), a method of informal self-testing, significantly improves student learning and memory retention. Engaging in RP during class enhances final exam performance in subjects like Gross Anatomy.
Area of Science:
- Educational Psychology
- Neuroscience of Learning
- Anatomy Education
Background:
- Students often rely on rereading and rote memorization for learning.
- Research increasingly supports active learning strategies over passive ones.
- Retrieval practice (RP) involves actively recalling information to strengthen memory.
Purpose of the Study:
- To assess the impact of retrieval practice on student performance in a Gross Anatomy course.
- To determine if in-class RP enhances final exam scores.
- To investigate the effectiveness of RP for semantic memory consolidation.
Main Methods:
- A quasi-experimental design was employed with 248 undergraduate students.
- Participants were primarily from Life Sciences, Kinesiology, and Physical Education.
- Retrieval practice questions were administered via the TopHat© online platform.
Main Results:
- Student engagement with retrieval practice positively correlated with final exam performance.
- The study demonstrated enhanced learning and long-term retention of semantic memory.
- Participants who used RP showed improved academic outcomes.
Conclusions:
- Retrieval practice is an effective strategy for enhancing learning and memory.
- Implementing RP in classrooms can improve student performance in anatomy.
- Educators should incorporate testing for learning (retrieval practice) alongside testing of learning.
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