Length Of Knowledge Retention. Does TBL Help?

tbl   The benefits to learning outcomes of active learning have been well-documented in educational literature.  However, all of the data thus far has looked at only short-termed retention of material.  This study looks at both the long- and short-termed acquisition of knowledge.  Two groups of students were given the same pre-clinical pediatric course.   One group had the material only being delivered by lectures (control group).  The other group had the pediatric course containing both lectures and Team-based Learning (TBL) activities.  Both groups had four assessments to evaluate their knowledge base and retention:  pre-course, post-course, pre-pediatric clerkship, and post-clerkship.  The results showed that the only statistically-significant difference between the two groups was at the post-course time point (79% vs. 59%).  Data indicated considerably greater short-termed knowledge in the TBL-containing class than the lecture-only class, but no increased long-term retention.  The authors suggest that this highlights a need to capitalize on the increased knowledge acquisition from active learning modalities with continued practice to maintain the long-termed retention of knowledge.  — Lee Ann Schein, Ph D.

Emke AR, Butler AC, Larsen DP.,Effects of Team-Based Learning on short-term and long-term retention of factual knowledge. Med Teach. 2015 Apr 21:1-6.

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