Southwick Frederick S
Department of Medicine, University of Florida College of Medicine, Gainesville, FL 32610, USA.
Trans Am Clin Climatol Assoc. 2007;118:115-22.
A tutorial for 4(th) year medical students revealed absent long-term retention of microbiology and infectious disease facts taught during the 2(nd) year. Students were suffering from the Ziegarnik effect, the loss of memory after completion of a task. PowerPoint lectures and PowerPoint notes combined with multiple-choice questions may have encouraged this outcome; this teaching format was also associated with minimal use of the course textbook. During the subsequent year, active learning techniques, Just-in-Time Teaching (JiTT) and Peer Instruction (PI) were used, and instructors specifically taught from the textbook. Essays and short answer questions were combined with multiple-choice questions to encourage understanding and recall. Performance on the National Board Shelf exam improved from the 59(th) percentile (2002-2004) to the 83(rd) percentile (2005), and textbook use increased from 1.6% to 79%. This experience demonstrates that strategies incorporating active learning and textbook use correlate with striking improvement in medical student performance.
一项针对四年级医学生的教程显示，他们对二年级所学的微生物学和传染病知识缺乏长期记忆。学生们受齐加尼克效应影响，即任务完成后记忆丧失。PowerPoint讲座、PowerPoint笔记以及多项选择题可能促成了这一结果；这种教学形式还与极少使用课程教材相关。在随后的一年里，采用了主动学习技巧、即时教学（JiTT）和同伴教学（PI），并且教师专门依据教材授课。论文和简答题与多项选择题相结合，以促进理解和记忆。国家医师资格考试委员会的架子考试成绩从第59百分位（2002 - 2004年）提高到了第83百分位（2005年），教材使用率从1.6%增至79%。这一经验表明，融入主动学习和教材使用的策略与医学生成绩的显著提高相关。
