Höbaus Clemens, Schmidmaier Ralf
Division of Angiology, Department of Medicine II, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria.
Medizinische Klinik und Poliklinik IV, LMU-Klinikum München, München, Germany.
Wien Klin Wochenschr. 2025 Sep 8. doi: 10.1007/s00508-025-02610-x.
The study aims to elucidate a possible effect of individual reflection (IR) or group reflection (GR) on short-term and long-term memory retention in a large group lecture-based environment.
In this quasi-experimental study 656 medical students were enrolled to compare the impact of IR and GR directly after the lectures and 2 months later. Students were divided into two groups and given two different lectures using IR or GR in a cross-over fashion. Memory retention was estimated using multiple-choice questions analyzed by Student's T‑test.
Memory retention was similar using both reflection methods at baseline (p = 0.867; p = 0.971) and follow-up (p = 0.885; p = 0.945). Interestingly, both reflection methods fostered good memory retention over time. Students' self-assessment initially favored GR as more beneficial, an effect that faded over time.
Reflection might be a promising tool to foster memory retention in large lecture cohorts without added benefit from social interaction.
本研究旨在阐明在大型讲座式教学环境中，个人反思（IR）或小组反思（GR）对短期和长期记忆保持的可能影响。
在这项准实验研究中，招募了656名医学生，以比较讲座刚结束后以及2个月后IR和GR的影响。学生被分成两组，并以交叉方式接受使用IR或GR的两种不同讲座。使用通过学生t检验分析的多项选择题来评估记忆保持情况。
在基线时（p = 0.867；p = 0.971）和随访时（p = 0.885；p = 0.945），两种反思方法的记忆保持情况相似。有趣的是，随着时间的推移，两种反思方法都促进了良好的记忆保持。学生的自我评估最初认为GR更有益，但这种效果随着时间的推移而减弱。
反思可能是一种有前景的工具，可促进大型讲座班级学生的记忆保持，且无需社交互动带来额外益处。
