Yeh D Dante, Park Yoon Soo
Department of Surgery, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts.
Department of Medical Education, University of Illinois at Chicago, College of Medicine, Chicago, Illinois.
J Surg Educ. 2015 Sep-Oct;72(5):882-9. doi: 10.1016/j.jsurg.2015.03.012. Epub 2015 Apr 25.
The purpose of this review is to synthesize recent literature relating to factual knowledge acquisition and retention and to explore its applications to medical education.
Distributing, or spacing, practice is superior to massed practice (i.e. cramming). Testing, compared to re-study, produces better learning and knowledge retention, especially if tested as retrieval format (short answer) rather than recognition format (multiple choice). Feedback is important to solidify the testing effect.
Learning basic factual knowledge is often overlooked and under-appreciated in medical education. Implications for applying these concepts to smartphones are discussed; smartphones are owned by the majority of medical trainees and can be used to deploy evidence-based educational methods to greatly enhance learning of factual knowledge.
本综述的目的是综合近期与事实性知识获取和保留相关的文献，并探讨其在医学教育中的应用。
分散练习，即间隔练习，优于集中练习（即死记硬背）。与重新学习相比，测试能产生更好的学习效果和知识保留，特别是当以检索形式（简答题）而非识别形式（选择题）进行测试时。反馈对于巩固测试效果很重要。
在医学教育中，基础知识性知识的学习常常被忽视和低估。讨论了将这些概念应用于智能手机的意义；大多数医学实习生都拥有智能手机，可利用其采用循证教育方法，极大地增强事实性知识的学习。
