Optimizing preclinical learning with retrieval practice: A call to action

Abstract

This Personal View is about our experience with preclinical education as medical students. We discuss the problem with current medical education in light of an ever-growing body of medical knowledge and increasing student disengagement with preclinical lectures. We briefly review the concept of retrieval practice as an effective, evidence-based learning strategy that helped us retain knowledge for longer periods and propose that medical educators should adopt this strategy to best prepare medical students to navigate the vastly expanding scope of modern medicine.

Keywords:

• Curriculum
• curriculum infrastructure
• best evidence medical education
• instructional design
• study skills

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Osama M. Ahmed

Osama M. Ahmed, BA, BS, is a fourth-year medical student at the Yale School of Medicine.

Prerak V. Juthani

Prerak V. Juthani, BA, is a fourth-year medical student at the Yale School of Medicine, pursuing a joint business degree at the Yale School of Management.

Michael L. Green

Michael L. Green, MD, ScM, is a Professor of Medicine in the Department of Internal Medicine, Yale School of Medicine. He is also the Director of Student Assessment at the Yale School of Medicine Teaching and Learning Center and the Director of Clinical Skills Assessment at the Office of Education, Yale School of Medicine.

Jeremy J. Moeller

Jeremy J. Moeller, MD, MSc, is an Associate Professor in the Department of Neurology, Yale School of Medicine and is the Program Director of the Yale Neurology Residency Program.