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Individual and group reflection in lecture-based large groups lead to comparable learning success.

Clemens Höbaus1, Ralf Schmidmaier2

  • 1Division of Angiology, Department of Medicine II, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria. clemens.hoebaus@meduniwien.ac.at.

Wiener Klinische Wochenschrift
|September 9, 2025
PubMed
Summary

Individual reflection (IR) and group reflection (GR) similarly enhance memory retention in large lectures. Both methods effectively support learning over time, suggesting reflection is a valuable tool for medical education.

Keywords:
Large group teachingLecture-based teachingMedical studentsMemory retentionNon-written reflectionReflectionUndergraduate Medical education

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Area of Science:

  • Medical Education
  • Cognitive Psychology

Background:

  • Effective learning strategies are crucial in large lecture settings.
  • Reflection, both individual and group-based, is explored for its impact on memory.

Purpose of the Study:

  • To compare the effects of individual reflection (IR) and group reflection (GR) on memory retention.
  • To assess short-term and long-term memory retention in a large lecture environment.

Main Methods:

  • A quasi-experimental study involving 656 medical students.
  • Cross-over design comparing IR and GR after lectures.
  • Memory retention assessed via multiple-choice questions.

Main Results:

  • No significant difference in memory retention between IR and GR at baseline or follow-up.
  • Both reflection methods promoted good long-term memory retention.
  • Initial student preference for GR diminished over time.

Conclusions:

  • Reflection is a valuable tool for enhancing memory retention in large lectures.
  • Social interaction in group reflection does not offer additional memory benefits.
  • Individual reflection is as effective as group reflection for memory consolidation.