University of Massachusetts Medical School, Department of Cell Biology S7-147, 55 Lake Avenue North, Worcester, MA 01655, USA.
Acad Med. 2009 Oct;84(10 Suppl):S34-7. doi: 10.1097/ACM.0b013e3181b36ec6.
Review of previously learned content is central to formal medical education and continuing lifelong learning; however, little is known about the review process itself. This study examined ways in which structured review impacted students' recall and use of different types of neuroanatomical information, categorized as general constructs, fundamental content, and advanced content.
Seven months after completing first-year neuroscience, medical students were given equivalent short-answer tests requiring description of pathways and localization of lesions both before and after a review of clinically related neuroanatomy. Scores that reflected the three different types of information were compared.
Prereview, students recalled General Constructs of neuroanatomy, with little additional Fundamental or Advanced Content. Postreview, Fundamental Content and Advanced Content scores both increased significantly.
Reviews appear to enhance recall of related content, not only isolated facts. The review process may thus have unrealized potential as an educational strategy in medical training.
复习先前所学的内容是正规医学教育和终身学习的核心；然而，人们对复习过程本身知之甚少。本研究探讨了结构化复习如何影响学生对不同类型神经解剖学信息的回忆和使用，这些信息分为一般结构、基本内容和高级内容。
在完成第一年神经科学课程七个月后，医学生接受了同等的简答题测试，要求他们在复习与临床相关的神经解剖学前后描述通路和病变的定位。比较反映这三种不同类型信息的分数。
在预习之前，学生回忆起神经解剖学的一般结构，几乎没有其他的基本或高级内容。复习后，基本内容和高级内容的分数都显著提高。
复习似乎增强了对相关内容的回忆，而不仅仅是孤立的事实。因此，复习过程可能作为医学培训中的一种教育策略具有未被认识到的潜力。
