dc.contributor.author
Breckwoldt, Jan
dc.contributor.author
Ludwig, Jan R.
dc.contributor.author
Plener, Joachim
dc.contributor.author
Schroeder, Torsten
dc.contributor.author
Gruber, Hans
dc.contributor.author
Peters, Harm
dc.date.accessioned
2018-06-08T04:14:56Z
dc.date.available
2016-11-03T10:32:11.546Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/16891
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-21072
dc.description.abstract
Background Distributing a fixed amount of teaching hours over a longer time
period (spaced approach) may result in better learning than delivering the
same amount of teaching within a shorter time (massed approach). While a
spaced approach may provide more opportunities to elaborate the learning
content, a massed approach allows for more economical utilisation of teaching
facilities and to optimise time resources of faculty. Favourable effects of
spacing have been demonstrated for postgraduate surgery training and for
spacing intervals of weeks to months. It is however unknown, whether a spacing
effect can also be observed for shorter intervals and in undergraduate medical
education. Therefore, we aimed to evaluate the effect of a short spacing
intervention within an undergraduate intensive course in emergency medicine
(EM) on students’ procedural knowledge. Methods An EM intensive course of 26
teaching hours was delivered over either 4.5 days, or 3.0 days. After the
course students’ procedural knowledge was assessed by a specifically developed
video-case based key-feature test (KF-test). Results Data sets of 156 students
(81.7 %, 191 students eligible) were analysed, 54 from the spaced, and 102
from the massed version. In the KF-test students from the spaced version
reached a mean of 14.8 (SD 2.0) out of 22 points, compared to 13.7 (SD 2.0) in
the massed version (p = .002). Effect size was moderate (Cohen’s d: 0.558).
Conclusion A significant spacing effect was observable even for a short
spacing interval in undergraduate medical education. This effect was only
moderate and may be weighed against planning needs of faculty and teaching
resources.
en
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
Curriculum planning
dc.subject
Massed learning
dc.subject
Medical education
dc.subject
Spaced learning
dc.subject
Spacing effect
dc.subject.ddc
600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit
dc.title
Differences in procedural knowledge after a “spaced” and a “massed” version of
an intensive course in emergency medicine, investigating a very short spacing
interval
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation
BMC Medical Education. - 16 (2016), Artikel Nr. 249
dcterms.bibliographicCitation.doi
10.1186/s12909-016-0770-6
dcterms.bibliographicCitation.url
http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0770-6
refubium.affiliation
Charité - Universitätsmedizin Berlin
de
refubium.mycore.fudocsId
FUDOCS_document_000000025652
refubium.note.author
Der Artikel wurde in einer reinen Open-Access-Zeitschrift publiziert.
refubium.resourceType.isindependentpub
no
refubium.mycore.derivateId
FUDOCS_derivate_000000007299
dcterms.accessRights.openaire
open access