The Method of Loci as a Mnemonic Device to Facilitate Learning in Endocrinology Leads to Improvement in Student Performance as Measured by Assessments

Autor/inn/en	Qureshi, Ayisha; Rizvi, Farwa; Syed, Anjum; Shahid, Aqueel; Manzoor, Hana
Titel	The Method of Loci as a Mnemonic Device to Facilitate Learning in Endocrinology Leads to Improvement in Student Performance as Measured by Assessments
Quelle	In: Advances in Physiology Education, 38 (2014) 2, S.140-144 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00092.2013
Schlagwörter	Foreign Countries; Physiology; Mnemonics; Student Improvement; Academic Achievement; Student Evaluation; Teaching Methods; Questionnaires; Student Surveys; Cognitive Psychology; Cognitive Processes; Recall (Psychology); Medical Students; Diabetes; Medical Services; Likert Scales; Statistical Analysis; Comparative Analysis; Student Attitudes; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Physiologie; Mnemotechnik; Schulleistung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schülerbefragung; Kognitive Psychologie; Cognitive process; Kognitiver Prozess; Abberufung; Arzt; Likert-Skala; Statistische Analyse; Schülerverhalten
Abstract	Cognitive psychology has demonstrated that the way knowledge is structured in memory determines the ability to retain, recall, and use it to solve problems. The method of loci (MOL) is a mnemonic device that relies on spatial relationships between "loci" (e.g., locations on a familiar route or rooms in a familiar building) to arrange and recollect memorial content. In the present study, we hypothesized that the use of MOL leads to better understanding of the topic among students, which can be observed through better student performance on assessments. Students were divided into two groups: "group 1" was taught insulin and diabetes mellitus through didactic lectures and a self-directed learning session, whereas "group 2" was taught insulin and diabetes mellitus through didactic lectures and MOL. Memory palaces for insulin and diabetes mellitus were generated by students under supervision of the teacher and taught by students as well. A questionnaire survey and open-ended questions were given to the participants. "Group 2," which underwent didactic lectures followed by a MOL interactive session, showed significantly improved performance on the assessments compared with "group 1," which had been taught through didactic lectures and a self-directed learning session. Descriptive analysis showed that all students found MOL to be a helpful technique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10