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Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative

Anna T Ryan1, Terry Judd1, Carey Wilson1

  • 1Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia.

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Test-enhanced learning (TEL) feedback timing does not impact medical student learning outcomes. Educators can prioritize practical considerations over immediate or delayed feedback for effective test-enhanced learning.

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Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Learning Sciences

Background:

  • Test-enhanced learning (TEL) improves student engagement through regular testing and feedback.
  • Optimizing TEL effectiveness requires understanding the impact of feedback timing.
  • The ideal timing of feedback (immediate vs. delayed) in medical education remains unclear.

Purpose of the Study:

  • To investigate the effect of immediate versus delayed feedback timing on test-enhanced learning in medical students.
  • To assess the influence of feedback timing on near and far transfer of knowledge.

Main Methods:

  • Forty-one medical students received immediate and delayed conceptual feedback on a multiple-choice test.
  • Knowledge transfer was evaluated using near and far transfer items in immediate and delayed post-tests.
  • A logistic mixed-effects model analyzed the probability of successful knowledge transfer.

Main Results:

  • Students scored lower on far transfer items compared to near transfer items.
  • Correct initial responses predicted subsequent correct answers.
  • No significant difference was found in learning outcomes between immediate and delayed feedback groups.

Conclusions:

  • Feedback timing (immediate vs. delayed) does not significantly affect the efficacy of test-enhanced learning in this medical education context.
  • Educators may consider practical implementation factors when deciding on feedback timing for TEL.
  • Further research could explore other variables influencing TEL effectiveness in medical training.