This episode was funded by The Wellcome Trust.

Show Notes:

This is a bite-size research episode, where we briefly describe research findings on a specific topic. This week, Megan talks research findings showing that medical residents benefit from retrieval practice after didactic conferences.

In the last episode, Alyssa Smith, a third-year medical student, talked about the effective study strategies that she has been using throughout medical school. This episode continues with the medical education theme, discussing a paper by Doug Larsen, Andrew Butler, and Henry "Roddy" Roediger (1). This paper is interesting because it looks at the importance of retrieval practice for medical residents. Much of the research we discuss was done with college students or younger children. In this case, the research was conducted with individuals who are much further along in their professional career.

The Experiment:

Medical residents across all three years of the Pediatric Residency Program and all four years of the Emergency Medicine Program participated in a didactic conference. The conference was an hour-long interactive teaching session that was pretty typical of the types of sessions medical residents would attend to learn about broad topics. This particular conference covered the treatment of status epilepticus, and the diagnosis and treatment of myasthenia gravis. The residents may run into patients with either of these in emergency medicine.

The experiment was within-subjects, meaning all of the residents participated in both of the repeated retrieval and repeated study learning conditions. In the repeated retrieval condition, residents took practice tests with feedback after the conference. They repeated this two more times at 2-week intervals. In the repeated study condition, residents reviewed a study guide after the conference. They repeated this two more times at 2-week intervals.

They were randomly assigned to one of two groups:

• Group 1: practiced repeated retrieval with status epilepticus, reviewed the study guide for myasthenia gravis
• Group 2: repeatedly reviewed the study guide for status epilepticus, practiced retrieval with myasthenia gravis

The residents all took one big test over both topics 6 months after initial learning at the didactic conference.

The Results:

Residents who practiced retrieval remembered a lot more than those who reviewed the study guide! So, repeated retrieval spaced out over time led to greater levels of retention compared to repeated studying spaced out over time.

Repeated retrieval is beneficial for residents, individuals who are much further along in their professions than some of the typical populations we study. The authors point out that residents are probably not repeatedly studying the information from these didactic conferences spaced out over time. So, the repeated study condition may actually be better than what the typical resident does. Yet, repeated retrieval leads to even better retention compared to repeated studying over time!

Tune in next month to learn about the importance of sleep and learning, and self care!

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References:

(1) Larsen, D. P., Butler, A. C., & Roediger, H. L. (2009). Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial. Medical Education, 43, 1174-1181.

This episode was funded by The Wellcome Trust, and supporters like you. For more details on how to help support our podcast, please see our Patreon page.

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Show Notes:

This is the fifth episode in a series recorded in London! In June 2018 we attended the European Association for Research on Learning and Instruction conference (or, more simply, EARLI) for the special interest group on Neuroscience and Education (@EarliSIG22). While there, we recorded live interviews with teachers and researchers.

In this episode, we speak to Ms. Amanda Triccas and Dr. Claire Badger at The Godolphin and Latymer School. Amanda was Yana's teacher in the 1990s, and we've reconnected recently around the science of learning.

Amanda has always worked in the private sector - usually in girls' schools - and a few years ago got into the science of learning. Claire's PhD is in Chemistry, and they both work at Godolphin and Latymer School for Girls. Amanda and Claire both got interested in the science of learning when Amanda found The Learning Scientists Twitter account and recognized Yana's name. For Claire, it was starting at the school with Amanda, and reading Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load by Clark, Nguyen, and Sweller.

We discuss how cognitive psychology can help teachers and students. Amanda mentions efficiency, and Claire mentions having more time for teachers to do things in the classroom by optimizing learning. We also discuss students' resistance to change, and teachers' fear of embarrassing themselves in front of students.

Claire and Amanda integrate strategies from cognitive psychology into their teaching, but they also explain their importance to their students, as well as to parents by providing them with the 6 strategies for effective learning posters.

As a Senior Teacher in Teaching and Learning, Claire set up a teaching-learning community based on ideas by Dylan William (see this White Paper). This allowed teachers who were interested in the science of learning to come together and explore theory and practice. This community soon grew to encompass virtually all the teachers in the school. Similarly, Claire has created student learning communities, though these require more guidance to avoid misunderstandings.

Amanda and Claire have some thoughts for how we can help. The illustrated work we've done with Oliver Caviglioli has been particularly useful, and they would like to see further resources produced for younger children. Claire also likes the Education Endowment Foundation (EEF), which provides concrete examples of how strategies can be used in the classroom. She would like to see more comprehensive reviews and summaries of the literature, with suggestions for teachers and students.

Claire is currently pursuing her Masters in Learning and Teaching at the UCL Institute of Education.

Previous Episodes from this series:

• Episode 21 with Dr. Emma Blakey
• Episode 22 with Michael Hobbiss
• Episode 23 with Rina Lia
• Episode 24 with Ignatius Gous

This episode was funded by The Wellcome Trust.

Show Notes:

This is a bite-size research episode, where we briefly describe research findings on a specific topic. This week, Yana Weinstein talks about combining spacing and retrieval practice.

In Episode 2 we introduced retrieval practice, and in Episode 4 we introduced spaced practice. We are often asked whether these effective strategies for learning are only applicable to fact learning - at a recent workshop with K-12 teachers, we were asked:

What do these strategies do to students’ abilities to make inferences, apply what they know, and think creatively?

Megan responded to this question with a blog post aptly entitled "Retrieval and Spaced Practice Sound Great, but Are They Just for Memorization?". In this episode, I continue answering that question by describing the results of a study on spaced retrieval practice that looked not only at performance on factual questions. but also on higher-order (application) questions (1). The goal of this study was to extend the already huge evidence for the benefits of spaced retrieval practice to a situation where students were engaging in what they called higher-order learning.

The take-away points from this study are that spaced retrieval practice works not only in basic lab studies, but can also work in highly realistic classroom settings. Also, spaced retrieval can help not only memory of factual information, but also performance on more complex application questions. Thus, a very simple tweak in the timing of students’ retrieval practice can have a measurable impact on later performance.

Next month, we’ll continue by talking about Elaboration.

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References:

(1) Kapler, I. V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning. Learning and Instruction, 36, 38-45.

This episode was funded by The Wellcome Trust.

Show Notes:

Over the past few decades, cognitive psychologists have found evidence for the following 6 strategies for effective learning:

Spaced Practice
Retrieval Practice
Elaboration
Interleaving
Concrete Examples
Dual Coding

Today we’re introducing spaced practice - spacing out studying the same information over multiple sessions rather than cramming it all into one (1).

What is spaced practice?

We talk about how the idea is really simple in theory, but harder to implement. The benefits of spaced practice have been demonstrated in many domains, from fact learning (2), to problem solving (3), and even to musical instrument learning (4). We also talk about how the benefits of spaced practice appear on a delayed test rather than an immediate test (5).

For more about how spaced practice can be helpful and instructions for how to implement it during studying, see this blog post.

How can we get students to space out their learning?

It's hard! You can try to help students set aside blocks of time to study: first have them log how they spend their time for a week, and then have them look for times in their schedule that they could dedicate to studying. Even if they only plan to study 5 minutes each day, that's infinitely more than 0 minutes! You might want to use a time log to use with your students to help them plan for spaced practice. On the podcast, we describe our own attempts at implementing spaced practice in our real lives - with variable success.

If your students need help forming intentions and sticking to them - don't we all? - you can share this guest post with them.

Implementing spaced practice in the classroom

Since it is quite difficult for students to independently engaged in spaced practice, teachers might consider providing students with opportunities for spaced practice as part of the mandatory classroom experience. If you're really planning ahead, you can try to break up the topics you're teaching and space them all out throughout the semester - but this is tricky (though see here for a resource digest full of ideas for spaced teaching).

A lighter approach to introducing spacing is to give students an opportunity to practice the information you've taught at a later date, for example by implementing "lagged" homework. In this system, homework on a given topic is given a few weeks after the topic is taught.

For more on how to implement lagged homework, see this teacher's blog post.

Another idea is to combine spaced practice with retrieval practice, providing students with in-class opportunities to retrieve information from previous classes. A teacher in the UK proposed the following method:

To read more about this method, see this blog post. And, for more about teacher implementation of spaced practice, see this guest post on our blog.

We hope you enjoyed this podcast! Check back in 2 weeks, when we’ll be releasing a “bite-size research” episode describe an interesting paper on spaced practice.

Subscribe to our Podcast!

Go to our show on iTunes or wherever you get your podcasts.

RSS feed: http://www.learningscientists.org/learning-scientists-podcast/?format=rss

References:

(1) Ebbinghaus, H. (1913). Memory (HA Ruger & CE Bussenius, Trans.). New York: Columbia University, Teachers College. (Original work published 1885). Retrieved from