Collaborative Testing in Medical Education: Student Perceptions and Long-Term Knowledge Retention.
Collaborative learning
Collaborative testing
Epistemic cognition
Knowledge retention
Repeated retrieval
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Jun 2020
Jun 2020
Historique:
entrez:
30
8
2021
pubmed:
12
3
2020
medline:
12
3
2020
Statut:
epublish
Résumé
Collaborative testing blends collaborative learning and assessment, engaging small groups of students in answering exam questions as a team. Previous studies have shown that collaborative testing promotes increased student performance and short-term knowledge retention over individual testing alone. In this mixed-methods study, we examined the effects of collaborative testing on preclinical medical students' long-term retention of basic science knowledge, as well as students' approaches and perceptions of collaborative testing. Small groups of students consecutively experienced two conditions after their individual exams: collaborative testing, where they answered half of the exam questions together, and group exam review, where they discussed the other half of the questions with answers provided. Eight months later, students individually took a post-test that included a subset of the questions they had previously encountered in the context of collaborative testing and a subset of questions from group exam review. We found that both post-test performance and knowledge retained from initial individual exam to post-test were significantly higher for the collaborative testing condition. Qualitative findings suggest that knowledge retention was enhanced by collaborative processes and repeated knowledge retrieval elicited by collaborative testing. While students were appreciative of opportunities to discuss ideas and work as a team, many expressed negative opinions about not being certain of correct answers and experiencing interpersonal conflict in collaborative testing. We discuss implications of these findings to enhance design of collaborative testing opportunities and learning environments that support knowledge retention, productive views of authority and certainty of knowledge, and effective collaborative practice.
Identifiants
pubmed: 34457732
doi: 10.1007/s40670-020-00944-x
pii: 944
pmc: PMC8368897
doi:
Types de publication
Journal Article
Langues
eng
Pagination
737-747Informations de copyright
© International Association of Medical Science Educators 2020.
Déclaration de conflit d'intérêts
Conflict of InterestThe authors declare that they have no conflict of interest.
Références
Teach Learn Med. 2018 Apr-Jun;30(2):133-140
pubmed: 29220581
Soc Sci Med. 2006 Aug;63(4):1084-96
pubmed: 16519978
Adv Physiol Educ. 2002 Dec;26(1-4):37-41
pubmed: 11850326
J Nurs Educ. 2018 May 1;57(5):291-295
pubmed: 29718519
Mem Cognit. 2010 Jan;38(1):116-24
pubmed: 19966244
CBE Life Sci Educ. 2012 Winter;11(4):392-401
pubmed: 23222835
Mem Cognit. 2011 Jan;39(1):147-54
pubmed: 21264617
Adv Physiol Educ. 2008 Dec;32(4):274-8
pubmed: 19047503
Int J Med Educ. 2017 Jan 07;8:1-12
pubmed: 28064257
J Soc Psychol. 1990 Aug;130(4):507-516
pubmed: 28135508
J Adv Med Educ Prof. 2015 Oct;3(4):178-82
pubmed: 26457315
Nurse Educ. 2003 Mar-Apr;28(2):95-7
pubmed: 12646830
J Dent Educ. 2019 Jan;83(1):88-93
pubmed: 30600254
Ann Acad Med Singap. 2007 Sep;36(9):751-5
pubmed: 17925983
Memory. 2009 May;17(4):471-9
pubmed: 19358016
Med Teach. 2012;34(5):e275-87
pubmed: 22471941
Psychol Sci. 2006 Mar;17(3):249-55
pubmed: 16507066
J Exp Psychol Learn Mem Cogn. 2005 Jan;31(1):3-8
pubmed: 15641900
Science. 2008 Feb 15;319(5865):966-8
pubmed: 18276894
BMC Med Educ. 2009 Sep 23;9:62
pubmed: 19775425
Mem Cognit. 2008 Apr;36(3):604-16
pubmed: 18491500
Nurs Educ Perspect. 2010 May-Jun;31(3):142-7
pubmed: 20635617
Microbiol Educ. 2003 May;4:3-12
pubmed: 23653548
Adv Physiol Educ. 2003 Dec;27(1-4):102-8
pubmed: 12928319