ArticleMedical science educator2020
Making a Lecture Stick: the Effect of Spaced Instruction on Knowledge Retention in Medical Education.
Article in Medical science educator, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Systematic review of distributed practice and retrieval practice in health professions education.Advances in health sciences education : theory and practice · 2024Pooled it
- The effect of scenario-based range of motion exercises animation on the knowledge, motivation, and attitude levels of nursing students: a randomized controlled tudy.BMC medical education · 2026Trial
- The effect of spaced learning on the learning outcome and retention of nurse anesthesia students: a randomized-controlled study.BMC medical education · 2024Trial
- Effectiveness of Artificial Intelligence-Assisted Peer Teaching in Orthopedic Clinical Education: Historical Cohort Study.JMIR medical education · 2026Article
- Comparison of the conceive-design-implement-operate model and lecture-based learning in teaching the "healthcare-associated infections" course.Frontiers in medicine · 2025Article
- Cognitive perspectives on maintaining physicians' medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention.Cognitive research: principles and implications · 2023Review
- Methods to Improve Knowledge Retention in Medical Students.Medical science educator · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionPoor knowledge retention is a persistent problem among medical students. This challenging issue may be addressed by optimizing frequently used instructional designs, such as lectures. Guided by neuroscientific literature, we designed a spaced learning lecture in which the educator repeats the to-be-learned information using short temporal intervals. We investigated if this modified instructional design could enhance students' retention. MATERIALS AND
methodsSecond-year medical students (
resultsThe average score on the retention test ( DISCUSSION AND
conclusionWe were unable to show increased knowledge retention after the spaced lecture compared with the traditional lecture. Based on these findings, we provide recommendations for further research. Ultimately, we aim for optimized spaced learning designs to facilitate learning in the medical curriculum and to help educate health professionals with a solid knowledge base.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.