Trial reportBMC medical education2024
The effect of spaced learning on the learning outcome and retention of nurse anesthesia students: a randomized-controlled study.
Trial report in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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.
- 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 effects of the forgetting curve in the training of knee arthroplasty surgical instrument nurses: a pilot randomized controlled trial.BMC nursing · 2026Article
- Preferences for implementing training program among primary care physicians in prescribing and deprescribing for patients with multimorbidity: a discrete choice experiment.Frontiers in medicine · 2026Article
- Effectiveness of Multimedia Electronic Training on the Nurses' Adherence to Patient Safety Principles: A Randomized Controlled Trial.Health science reports · 2025Article
- Investigating creativity and learning style preferences in anesthesia students.Journal of education and health promotion · 2025Article
- The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study.BMC medical education · 2024Article
- Stepwise Development of a Simulation-Based Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPoor learning and retention are common problems of students, which may be alleviated by optimization of widely used educational methods such as lectures. This study aimed to investigate the effect of spaced learning on the learning outcome and retention of nurse anesthesia students.
methodsThis was a randomized controlled study with a pre-and post-test design on 64 nurse anesthesia students who were divided into two groups of spaced lecture (n = 32) and conventional lecture (n = 32). The spaced lectures included three 30-minute training sessions with 10-minute intervals while the conventional sessions including 90 min of continuous training. Students' knowledge was measured using one valid and reliable questionnaire developed by the research team. All students in both groups took a pre-test, and their level of knowledge acquisition was evaluated immediately after the training. Their level of knowledge retention was tested two and four weeks after the lecture.
resultsThere was no significant difference between the two groups regarding demographic characteristics (p > 0.05). In the pre-test, the mean score of knowledge in the intervention group was lower than that in the control group, there was no significant difference (p = 0.177). But after the intervention, the mean scores of learning outcome and retention in the intervention group were significantly higher than those in the control group (p < 0.001, eta = 0.576). Also, the results showed that learning outcome and retention across the three academic semesters in the two groups are significantly different, and students with a higher academic semester obtained a significantly higher mean score of knowledge and retention (p < 0.001, eta = 0.604).
conclusionSpaced learning improves nurse anesthesia students' knowledge and retention more than conventional method. Future studies focusing on spaced learning should specifically examine the impact of duration and number of intervals, as well as the time gap between training and measurement of learning retention.
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