Retrieval Practice Is an Efficient Method of Enhancing the Retention of Anatomy and Physiology Information

Autor/in	Dobson, John L.
Titel	Retrieval Practice Is an Efficient Method of Enhancing the Retention of Anatomy and Physiology Information
Quelle	In: Advances in Physiology Education, 37 (2013) 2, S.184-191 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00174.2012
Schlagwörter	Anatomy; Physiology; Science Instruction; Science Tests; Recall (Psychology); Learning Processes; Retention (Psychology); Prompting; Control Groups; Statistical Analysis; Experimental Groups; Undergraduate Students; Pretests Posttests; Georgia + Suchen Sie Ihr Suchwort? Anatomie; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abberufung; Learning process; Lernprozess; Merkfähigkeit; Benutzerführung; Statistische Analyse
Abstract	Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, "F" = 129.8, "P" = 0.00, [eta][subscript p][superscript 2] = 0.36). In conclusion, retrieval practice is a highly efficiently and effective strategy for enhancing the retention of anatomy and physiology material. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10