累积认知:通过渐进式内容交付加强学习
Carley Yawn1, Logan Van Ravenswaay1, Krista Marcello1
1Clinical Education Alliance, Reston, VA, USA.
Journal of CME
|July 22, 2025
概括
间隔重复和先前接触材料显著改善医疗保健专业人员在持续专业发展 (CPD) 计划中的知识保留. 持续的临床能力的关键是重复的学习.
科学领域:
- 认知心理学 认知心理学
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 间隔重复是一种经过验证的增强记忆巩固和检索的方法.
- 有效的教育策略对于医疗保健专业人员的持续知识保留至关重要.
- "先行先行"模式为分析教育干预提供了一个框架.
研究的目的:
- 检查预制,启用和加强教育策略如何支持医疗保健专业人员的持续知识保留.
- 应用"先行先行"模式来分析教育策略对知识保留的影响.
- 评估间隔重复和先前暴露在持续专业发展 (CPD) 计划中的有效性.
主要方法:
- 分析使用"先行先行"模式对三个认可的CPD课程 (2022-2024年) 的分析.
- 参与者完成了测试前和测试后的评估.
- 学习者根据内容曝光的时间和频率进行了分层.
主要成果:
- 在活动之前访问内容的学习者显示,与之后查看内容 (27%;p=0.041) 相比,在测试前的平均得分 (31%) 显著更高.
- 重复学习者比第一次学习者 (26%的改善; p < 0.001) 取得了更大的知识收益 (34%的改善; p < 0.001).
- 在CPD程序中逐步和反复暴露表明了附加值.
结论:
- 具有战略结构的教育设计,包括间隔的重复和先前的暴露,促进持久的临床能力.
- 纵向参与模式强化了主动学习策略在职业发展中的重要性.
- 优化CPD程序设计可以改善知识保留和临床实践.
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