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Long-Term Forgetting Rates Vary by Bloom's Taxonomy Levels but Not Initial Learning in DPT Education.

Steven Ambler1, Carey L Holleran1, Jeffrey D Konrad1

  • 1Washington University School of Medicine, Program in Physical Therapy, St. Louis, MO 63108, United States.

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|November 9, 2025
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Summary
This summary is machine-generated.

Health professions education material retention decreases over time, but high-level Bloom's taxonomy learning shows less forgetting. Learner performance level did not impact forgetting rates, suggesting educational strategies can improve long-term knowledge.

Keywords:
Bloom’s TaxonomyForgettingHealth Professions EducationIndividual differences in learningLong-term RetentionPhysical Therapy Education

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Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Knowledge Retention

Background:

  • Health professions education requires long-term retention of specialized knowledge.
  • Existing research on memory retention in this field shows mixed results regarding content and duration.
  • Understanding knowledge decay is crucial for effective curriculum design.

Purpose of the Study:

  • To assess the retention levels of health professions education material among Doctor of Physical Therapy (DPT) learners over extended periods.
  • To determine if retention varies based on the cognitive level of knowledge assessed (Bloom's taxonomy) or learner performance.
  • To analyze forgetting rates in relation to initial knowledge and cognitive complexity.

Main Methods:

  • Retrospective analysis of 72 multiple-choice items from 6 standard DPT curriculum exams.
  • Items were re-administered in retention tests at approximately 5 and 15 months post-curriculum.
  • Knowledge levels were categorized as high-level or low-level using Bloom's taxonomy; learners were grouped by initial performance quartiles.

Main Results:

  • Overall retention of educational material decreased significantly at both 5 and 15-month intervals.
  • High-level Bloom's taxonomy items demonstrated significantly less forgetting (9% decrease) compared to low-level items (17.5% decrease).
  • Forgetting rates did not significantly differ between the top and bottom quartile learners, irrespective of Bloom's level.

Conclusions:

  • Long-term retention of health professions education material declines over time.
  • Higher-order cognitive learning (high-level Bloom's) is retained better than lower-order learning.
  • Educational programs may enhance long-term retention by focusing on higher-level cognitive skills and assessment strategies.