This study examines the long‐term retention of anatomical knowledge from 180 students after various repetition activities. The retention of anatomical knowledge was assessed by multiple‐choice tests at five different points in time: before and after a course in Functional Anatomy, before and after repetition activities that occurred 14 weeks after this course, and 28 weeks after this course to establish long‐term retention. Students were divided into five groups: one without any repetition activity, one with a restricted repetition activity (the multiple‐choice test), and three groups that were offered repetition activities (traditional lecture, e‐learning module, and small group work in the dissection room). During all three repetition activities the same information was conveyed, and this content was not revisited in other courses for the duration of the study. The results showed that students who did not engage in a repetition activity scored significantly lower on the long‐term retention test compared to all other groups (ANCOVA: P = 0.0001). Pair‐wise comparison with estimated means showed that the other four groups, regardless of the type of repeating activity, did not differ in the amount of knowledge they retained during any of the five assessments (P = 0.008, P = 0.0001, P = 0.001, and P = 0.0001, respectively). This study suggests that the type of repetition activity has no effect on knowledge retention both immediately following the activity and in the long term. It is concluded that the repetition of anatomical knowledge in any form is beneficial for students and will likely improve student outcomes in a curriculum that builds on prior knowledge.

中文翻译：

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重复活动中被动和主动教育方法对解剖知识保留的影响。


本研究考察了 180 名学生在各种重复活动后对解剖知识的长期记忆情况。通过在五个不同时间点进行多项选择测试来评估解剖学知识的保留情况：功能解剖学课程之前和之后、课程结束后 14 周以及课程结束后 28 周进行重复活动之前和之后，以建立长期的关系。 ‐期限保留。学生被分为五组：一组没有任何重复活动，一组有有限的重复活动（多项选择测试），三组提供重复活动（传统讲座、电子学习模块和小组作业）。解剖室）。在所有三个重复活动中，传达了相同的信息，并且在研究期间的其他课程中没有重新讨论该内容。结果显示，与所有其他组相比，不参与重复活动的学生在长期记忆测试中的得分显着较低（ANCOVA： P = 0.0001）。与估计平均值的成对比较表明，其他四组，无论重复活动的类型如何，在五次评估中的任何一次评估中保留的知识量都没有差异（ P = 0.008， P = 0.0001， P = 0.001 ， P = 0.0001）。这项研究表明，重复活动的类型对活动后立即和长期的知识保留没有影响。结论是，任何形式的解剖知识的重复对学生都是有益的，并且可能会提高学生在基于先验知识的课程中的成绩。