Optimizing preclinical learning with retrieval practice
A call to action
Bibliographic Data
| ID | 21448080 |
|---|---|
| Authors | Osama M Ahmed (0000-0003-3781-9709, Yale University School of Medicine, New Haven, CT, USA, corresponding author), Prerak V Juthani (0000-0002-8760-3124, Yale University School of Medicine, New Haven, CT, USA, corresponding author), Michael L Green (0000-0003-0959-2922, Department of Internal Medicine, Yale School of Medicine, New Haven, CT, USA), Jeremy J Moeller (0000-0002-6135-5572, Department of Neurology, Yale School of Medicine, New Haven, CT, USA) |
| Year | 2021 |
| Volume | 43 |
| Issue | 6 |
| Pages | 718-720 |
| Publication date | 2021-06-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2020.1788212 |
| PMID | 32643504 |
| OpenAlex | W3041104172 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
This Personal View is about our experience with preclinical education as medical students. We discuss the problem with current medical education in light of an ever-growing body of medical knowledge and increasing student disengagement with preclinical lectures. We briefly review the concept of retrieval practice as an effective, evidence-based learning strategy that helped us retain knowledge for longer periods and propose that medical educators should adopt this strategy to best prepare medical students to navigate the vastly expanding scope of modern medicine
Action (physics) · Call to action · Disengagement theory · Medical education · Medical knowledge · Medical practice · Scope (computer science) · Clinical Reasoning and Diagnostic Skills · Computer Science · Empathy and Medical Education · Innovations in Medical Education · Medicine · Psychology
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |