ArticleJournal of CME2025
Cumulative Cognition: Strengthening Learning with Progressive Content Delivery.
Article in Journal of CME, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
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
Cognitive research consistently demonstrates that spaced repetition enhances memory consolidation and retrieval by reinforcing learned material over time. This study applies the Precede-Proceed Model of Learning framework to examine how predisposing, enabling, and reinforcing educational strategies support sustained knowledge retention among healthcare professionals. The analysis focused on three accredited continuing professional development (CPD) programs conducted between 2022 and 2024. Participants engaged in educational activities that included baseline pre-test and post-activity post-test assessments, with exposure categorized based on prior interaction with related content. Learners were stratified into groups by timing and frequency of exposure to the material. The primary outcome measured was improvement in test performance across sequential learning engagements. Results indicated that learners who accessed educational content prior to the activity demonstrated a significantly higher mean pre-test score of 31% (
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What OpenQuestion holds
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.