Does testing enhance learning in continuing medical education?

Background: There has been growing interest in using theory-driven research to develop and evaluate continuing medical education (CME) activities. Within health professions education, testing has been shown to promote learning in a variety of different contexts, an effect referred to as test-enhance...

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Autores principales:	Meghan McConnell, Chenchen Hou, Mohamed Panju, Akbar Panju, Khalid Azzam
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2018
Materias:	assessment learning continuing medical education testing effect test-enhanced learning Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/0a05e756c2fa473abe9bdeee01e3f095
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spelling	oai:doaj.org-article:0a05e756c2fa473abe9bdeee01e3f0952021-12-01T22:44:21ZDoes testing enhance learning in continuing medical education?10.36834/cmej.422361923-1202https://doaj.org/article/0a05e756c2fa473abe9bdeee01e3f0952018-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/42236https://doaj.org/toc/1923-1202Background: There has been growing interest in using theory-driven research to develop and evaluate continuing medical education (CME) activities. Within health professions education, testing has been shown to promote learning in a variety of different contexts, an effect referred to as test-enhanced learning (TEL). However, the extent to which TEL generalizes to CME remains unclear. The purpose of this study was to investigate whether physicians who received two intervening tests following a CME event would experience a TEL effect relative to physicians who received additional study material to review without testing. Methods: Forty-nine physicians were recruited during a local CME activity. Physicians were randomized to either a) the test group (n=26), where participants completed two 20 multiple-choice question (MCQ) quizzes related to the lecture content or b) the study group (n=23), where participants studied the same information without testing. Testing and studying occurred independently during the CME activity, and then four weeks later online. At eight weeks, participants completed a final 20-item MCQ online test. A between-subjects t-test was used to compare performance on the final test as a function of the initial educational activity (test group vs. study group). Results: Performance on the final MCQ test was equivalent for both test (Mean (SD): 75% (9.9)) and study-only (77% (7.3)) conditions (t(47) = 0.94, p=0.35). Conclusion: The null findings in the present study are contrary to previous findings demonstrating TEL among novice learner populations. The lack of TEL highlights several programmatic considerations that should be factored in before implementing TEL as a part of CME. Meghan McConnellChenchen HouMohamed PanjuAkbar PanjuKhalid AzzamCanadian Medical Education Journalarticleassessmentlearningcontinuing medical educationtesting effecttest-enhanced learningEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 9, Iss 3 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	assessment learning continuing medical education testing effect test-enhanced learning Education (General) L7-991 Medicine (General) R5-920
spellingShingle	assessment learning continuing medical education testing effect test-enhanced learning Education (General) L7-991 Medicine (General) R5-920 Meghan McConnell Chenchen Hou Mohamed Panju Akbar Panju Khalid Azzam Does testing enhance learning in continuing medical education?
description	Background: There has been growing interest in using theory-driven research to develop and evaluate continuing medical education (CME) activities. Within health professions education, testing has been shown to promote learning in a variety of different contexts, an effect referred to as test-enhanced learning (TEL). However, the extent to which TEL generalizes to CME remains unclear. The purpose of this study was to investigate whether physicians who received two intervening tests following a CME event would experience a TEL effect relative to physicians who received additional study material to review without testing. Methods: Forty-nine physicians were recruited during a local CME activity. Physicians were randomized to either a) the test group (n=26), where participants completed two 20 multiple-choice question (MCQ) quizzes related to the lecture content or b) the study group (n=23), where participants studied the same information without testing. Testing and studying occurred independently during the CME activity, and then four weeks later online. At eight weeks, participants completed a final 20-item MCQ online test. A between-subjects t-test was used to compare performance on the final test as a function of the initial educational activity (test group vs. study group). Results: Performance on the final MCQ test was equivalent for both test (Mean (SD): 75% (9.9)) and study-only (77% (7.3)) conditions (t(47) = 0.94, p=0.35). Conclusion: The null findings in the present study are contrary to previous findings demonstrating TEL among novice learner populations. The lack of TEL highlights several programmatic considerations that should be factored in before implementing TEL as a part of CME.
format	article
author	Meghan McConnell Chenchen Hou Mohamed Panju Akbar Panju Khalid Azzam
author_facet	Meghan McConnell Chenchen Hou Mohamed Panju Akbar Panju Khalid Azzam
author_sort	Meghan McConnell
title	Does testing enhance learning in continuing medical education?
title_short	Does testing enhance learning in continuing medical education?
title_full	Does testing enhance learning in continuing medical education?
title_fullStr	Does testing enhance learning in continuing medical education?
title_full_unstemmed	Does testing enhance learning in continuing medical education?
title_sort	does testing enhance learning in continuing medical education?
publisher	Canadian Medical Education Journal
publishDate	2018
url	https://doaj.org/article/0a05e756c2fa473abe9bdeee01e3f095
work_keys_str_mv	AT meghanmcconnell doestestingenhancelearningincontinuingmedicaleducation AT chenchenhou doestestingenhancelearningincontinuingmedicaleducation AT mohamedpanju doestestingenhancelearningincontinuingmedicaleducation AT akbarpanju doestestingenhancelearningincontinuingmedicaleducation AT khalidazzam doestestingenhancelearningincontinuingmedicaleducation
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Does testing enhance learning in continuing medical education?

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