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Science of Learning Strategy Series: Article 6, Elaboration
Thomas J Van Hoof1,2,3,4, Megan A Sumeracki1,2,3,4, Christopher R Madan1,2,3,4
1Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT.
Abstract:
The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, and interleaving, which are quite relevant to continuing professional development. Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), and mixing the learning of separate but associated information (interleaving) represent strategies that are underutilized in continuing professional development. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Elaboration, the subject of this article, is another evidence-based strategy that relates to how one studies or practices priority information.
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