UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, North Carolina.
Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2019 Jun;83(5):6793. doi: 10.5688/ajpe6793.
To assess and elucidate the impact of student pharmacists' knowledge of future access to recorded lectures on their ability to remember information presented during lecture. Pharmacy students viewed 50 minutes of videotaped lecture in a simulated class period. For the early lecture material, participants were instructed as to whether or not they would have future access to the recorded lectures for restudy prior to their test one week later. For the late lecture material, participants were instructed they would not have future access to lecture material. Participants were tested immediately following the lectures and again one week later. The primary outcome was the participants' performance on the examination administered immediately following presentation of the late lecture material. If participants had preserved cognitive resources (eg, memory, attention) because of knowledge they would have future access to recorded lectures, performance was expected to be higher on the late lecture material. Overall performance on the examinations did not differ between participants who knew they would have access to the lecture material for later restudy and those who did not. There was, however, loss of knowledge over time. Participants with knowledge of future access to recorded lectures wrote more notes, which correlated with better performance on the examination. These findings suggest knowledge of future access to recorded lectures did not enhance the ability of participants to remember other information and therefore, may not free-up cognitive resources that could be used for other tasks within the classroom.
评估并阐明药剂学专业学生对未来获取录播课程的了解程度对其记忆课堂上呈现的信息的能力的影响。药学专业的学生在模拟课堂上观看了 50 分钟的录像课。对于早期的讲座材料，参与者被指示他们在一周后的考试前是否有机会对录制的讲座进行复习。对于后期的讲座材料，参与者被指示他们将无法再获取讲座材料。参与者在讲座结束后立即进行测试，并在一周后再次进行测试。主要结果是参与者在呈现后期讲座材料后立即进行的考试中的表现。如果参与者因为知道他们将来可以访问录制的讲座而保留了认知资源（例如，记忆，注意力），那么他们对后期讲座材料的表现预计会更高。 在知道他们可以稍后访问讲座材料的参与者和不知道的参与者之间，考试的整体表现没有差异。然而，随着时间的推移，知识确实会流失。知道未来可以访问录制讲座的参与者记了更多笔记，这与考试成绩更好相关。 这些发现表明，对未来获取录播课程的了解并不能增强参与者记忆其他信息的能力，因此，可能不会释放出可以用于课堂上其他任务的认知资源。
