Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.

Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp(2) = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

[1]  Henry L. Roediger,et al.  Is expanding retrieval a superior method for learning text materials? , 2010, Memory & cognition.

[2]  Jeffrey D. Karpicke,et al.  The Power of Testing Memory Basic Research and Implications for Educational Practice , 2006 .

[3]  David A Balota,et al.  Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease. , 2006, Psychology and aging.

[4]  Jeffrey D. Karpicke,et al.  Spaced retrieval: absolute spacing enhances learning regardless of relative spacing. , 2011, Journal of experimental psychology. Learning, memory, and cognition.

[5]  Robert A. Bjork,et al.  Optimum rehearsal patterns and name learning , 1978 .

[6]  Psychology and Aging The Role of Forgetting Rate in Producing a Benefit of Expanded Over Equal Spaced Retrieval in Young and Older Adults , 2011 .

[7]  David A. Balota,et al.  Expanded vs. Equal Interval Spaced Retrieval Practice: Exploring Different Schedules of Spacing and Retention Interval in Younger and Older Adults , 2008, Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition.

[8]  Robert A. Bjork,et al.  Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention , 2010, Memory & cognition.

[9]  A. C. Butler,et al.  The critical role of retrieval practice in long-term retention , 2011, Trends in Cognitive Sciences.

[10]  L. S. Tsai.  The relation of retention to the distribution of relearning. , 1927 .

[11]  Arthur I. Gates,et al.  Recitation As a Factor in Memorizing , 1917 .

[12]  Mark A. McDaniel,et al.  Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. , 2011 .

[13]  D. Balota,et al.  Is Expanded Retrieval Practice a Superior Form of Spaced Retrieval? A Critical Review of the Extant Literature. , 2007 .

[14]  William L. Cull,et al.  Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability , 1996 .

[15]  M. McDaniel,et al.  Testing the testing effect in the classroom , 2007 .

[16]  Andrew C Butler,et al.  Repeated testing produces superior transfer of learning relative to repeated studying. , 2010, Journal of experimental psychology. Learning, memory, and cognition.

[17]  Martin Pinquart,et al.  Spouses, adult children, and children-in-law as caregivers of older adults: a meta-analytic comparison. , 2011, Psychology and aging.

[18]  Douglas P Larsen,et al.  Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial , 2009, Medical education.

[19]  Jeffrey D. Karpicke,et al.  Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. , 2007, Journal of experimental psychology. Learning, memory, and cognition.

[20]  Shana K. Carpenter,et al.  Application of the Testing and Spacing Effects to Name Learning , 2005 .

[21]  H. F. Spitzer.  Studies in retention. , 1939 .

[22]  Gilles O. Einstein,et al.  The Testing Effect: Illustrating a Fundamental Concept and Changing Study Strategies , 2012 .

[23]  William L. Cull,et al.  Untangling the benefits of multiple study opportunities and repeated testing for cued recall , 2000 .

[24]  John L Dobson,et al.  Effect of uniform versus expanding retrieval practice on the recall of physiology information. , 2012, Advances in physiology education.

[25]  Keith B. Lyle,et al.  Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams , 2011 .

[26]  John L Dobson,et al.  The effect of selected “desirable difficulty” learning strategies on retention of physiology information , 2011, Advances in physiology education.