Science of Learning Strategy Series: Article 3, Interleaving
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Published on: January 23, 2017
Thomas J Van Hoof1, Megan A Sumeracki, Christopher R Madan
1Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Associate Professor, Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT. Dr. Sumeracki: Associate Professor, Department of Psychology, Rhode Island College, Providence, Rhode Island. Dr. Madan: Assistant Professor, School of Psychology, University of Nottingham, Nottingham, United Kingdom.
Abstract:
Interleaving is an evidence-based, learning-science strategy that is relevant to the planning and implementation of continuing professional development (CPD). Mixing related but different areas of study forces the brain to reconcile the relationship between the areas while understanding each area well. By doing so, interleaving increases the likelihood of mastery and memory. Research from cognitive psychology and neuroscience provides the rationale for interleaving, and examples of its implementation in health profession education have begun to appear in the literature. If utilized appropriately, some common CPD interventions can leverage interleaving. Through increased understanding, CPD participants can benefit from interleaving by making more-informed educational choices, and CPD planners can benefit in efforts to improve educational activities.
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