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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.
Medical Education
|November 29, 2023
Summary
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.
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.
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