The effect of testing and feedback on the forgetting curves for radiograph interpretation skills

References

• Adesope OO, Dominic A, Trevisan DA, Sundararajan N. 2017. Rethinking the use of tests: a meta-analysis of practice testing. Rev Educ Res. 87:659–701.
   Web of Science ®Google Scholar
• Baghdady MT, Carnahan H, Lam EW, Woods NN. 2014. Dental and dental hygiene students' diagnostic accuracy in oral radiology: effect of diagnostic strategy and instructional method. J Dent Educ. 78:1279–1285.
   PubMed Web of Science ®Google Scholar
• Barsuk JH, Cohen ER, McGaghie WC, Wayne DB. 2010. Long-term retention of central venous catheter insertion skills after simulation-based mastery learning. Acad Med. 85:S9–S12.
   PubMed Web of Science ®Google Scholar
• Bell DS, Harless CE, Higa JK, Bjork EL, Bjork RA, Bazargan M, Mangione CM. 2008. Knowledge retention after an online tutorial: a randomised educational experiment among resident physicians. J Gen Intern Med. 23:1164–1171.
   PubMed Web of Science ®Google Scholar
• Bjork RA. 1988. Retrieval practice and the maintenance of knowledge. In: Gruneberg MM, Sykes RN, editors. Practical aspects of memory: current research and issues. Vol. 1. New York: Wiley; p. 396–401.
   Google Scholar
• Bond TG, Fox CM. 2007. Applying the Rasch model: fundamental measurement in the health sciences. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Boutis K, Pecaric M, Seeto B, Pusic M. 2010. Using signal detection theory to model changes in serial learning of radiological image interpretation. Adv Health Sci Educ Theory Pract. 15:647–658.
   PubMed Web of Science ®Google Scholar
• Boutis K, Pecaric M, Shiau M, Ridley J, Gladding S, Andrews J, Pusic M. 2013. Hinting strategies for improving the efficiency of medical student learning of deliberately practiced web-based radiographs. Med Educ. 47:877–887.
   PubMed Web of Science ®Google Scholar
• Butler AC. 2010. Repeated testing produces superior transfer of learning relative to repeated studying. J Exp Psychol Learn Mem Cogn. 36:1118–1133.
   PubMed Web of Science ®Google Scholar
• Carpenter S, Pashler H, Cepeda NJ. 2009. Using tests to enhance 8th grade students’ retention of U.S. history facts. Appl Cognit Psychol. 23:760–771.
   Web of Science ®Google Scholar
• Chacon D, Kissoon N, Brown T, Galpin R. 1992. Use of comparison radiographs in the diagnosis of traumatic injuries of the elbow. Ann Emerg Med. 21:895–899.
   PubMed Web of Science ®Google Scholar
• Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. 2011. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 306:978–988.
   PubMed Web of Science ®Google Scholar
• Diederich E, Thomas L, Mahnken J, Lineberry M. 2018. Pretest scores uniquely predict 1-year-delayed performance in a simulation-based mastery course for central line insertion. Simul Healthc. 13:163–167.
   PubMedGoogle Scholar
• Dowling S, Farion K, Clifford T. 2005. Comparison views to diagnose elbow injuries in children: a survey of Canadian non-pediatric emergency physicians. CJEM. 7:237–240.
   PubMedGoogle Scholar
• Ebbinghaus H. 2013. Memory: a contribution to experimental psychology. Ann Neurosci. 20:155–156.
   PubMedGoogle Scholar
• Espinosa JA, Nolan TW. 2000. Reducing errors made by emergency physicians in interpreting radiographs: longitudinal study. BMJ. 320:737–740.
   PubMed Web of Science ®Google Scholar
• Fernandez Alema JL, Carrillo de Gea JM, Rodriguez Mondejar JJ. 2011. Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students. Nurse Educ Today. 31:866–871.
   PubMed Web of Science ®Google Scholar
• Gegenfurtner A, Kok E, van Geel K, de Bruin A, Jarodzka H, Szulewski A, van Merrienboer JJ. 2017. The challenges of studying visual expertise in medical image diagnosis. Med Educ. 51:97–104.
   PubMed Web of Science ®Google Scholar
• Green ML, Moeller JJ, Spak JM. 2018. Test-enhanced learning in health professions education: a systematic review: BEME Guide No. 48. Med Teach. 40:337–350.
   PubMed Web of Science ®Google Scholar
• Hallas P, Ellingsen T. 2006. Errors in fracture diagnoses in the emergency department-characteristics of patients and diurnal variation. BMC Emerg Med. 6:4.
   PubMedGoogle Scholar
• Kalet A, Ellaway RH, Song HS, Nick M, Sarpel U, Hopkins MA, Hill J, Plass JL, Pusic MV. 2013. Factors influencing medical student attrition and their implications in a large multi-center randomised education trial. Adv Health Sci Educ. 18:439–450.
   PubMed Web of Science ®Google Scholar
• Kang SH, McDermott KB, Roediger HL III. 2007. Test format and corrective feedback modify the effect of testing on long-term retention. Eur J Cognit Psychol. 19:528–555.
   Web of Science ®Google Scholar
• Karpicke JD, Roediger HL III. 2008. The critical importance of retrieval for learning. Science. 319:966–968.
   PubMed Web of Science ®Google Scholar
• Kok EM, van Geel K, van Merriënboer J, Robben SG. 2017. What we do and do not know about teaching medical image interpretation. Front Psychol. 8:309.
   PubMed Web of Science ®Google Scholar
• Kromann CB, Jensen ML, Ringsted C. 2009. The effect of testing on skills learning. Med Educ. 43:21–27.
   PubMed Web of Science ®Google Scholar
• Lammers RL. 2008. Learning and retention rates after training in posterior epistaxis management. Acad Emerg Med. 15:1181–1189.
   PubMed Web of Science ®Google Scholar
• Larsen DP, Butler AC, Lawson AL, Roediger HL 3rd. 2013. The importance of seeing the patient: test-enhanced learning with standardised patients and written tests improves clinical application of knowledge. Adv Health Sci Educ. 18:409–425.
   PubMed Web of Science ®Google Scholar
• Larsen DP, Butler AC, Roediger HL 3rd. 2009. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 43:1174–1181.
   PubMed Web of Science ®Google Scholar
• Larsen DP, Butler AC, Roediger HL 3rd. 2013. Comparative effects of test-enhanced learning and self-explanation on long-term retention. Med Educ. 47:674–682.
   PubMed Web of Science ®Google Scholar
• Larsen DP. 2013. When I say … test-enhanced learning. Med Educ. 47:961.
   PubMed Web of Science ®Google Scholar
• Linacre JM. 1994. Sample size and item calibration [or Person measure] stability. Rasch Meas Trans. 7:328.
   Google Scholar
• Messineo L, Gentil M, Allegra M. 2015. Test-enhanced learning: analysis of an experience with undergraduate nursing students. BMC Med Educ. 15:182.
   PubMed Web of Science ®Google Scholar
• Moazed F, Cohen ER, Furiasse N, Singer B, Corbridge TC, McGaghie WC, Wayne DB. 2013. Retention of critical care skills after simulation-based mastery learning. J Grad Med Educ. 5:458–463.
   PubMedGoogle Scholar
• Nesterova GV, Leftridge CA Jr, Natarajan AR, Appel HJ, Bautista MV, Hauser GJ. 2010. Discordance in interpretation of chest radiographs between pediatric intensivists and a radiologist: impact on patient management. J Crit Care. 25:179–183.
   PubMed Web of Science ®Google Scholar
• Petinaux B, Bhat R, Boniface K, Aristizabal J. 2011. Accuracy of radiographic readings in the emergency department. Am J Emerg Med. 29:18–25.
   PubMed Web of Science ®Google Scholar
• Pusic M, Boutis K, Hatala R, Cook D. 2015. Learning curves in health professions education. Acad Med. 90:1034–1042.
   PubMed Web of Science ®Google Scholar
• Pusic M, Pecaric M, Boutis K. 2011. How much practice is enough? Using learning curves to assess the deliberate practice of radiograph interpretation. Acad Med. 86:731–736.
   PubMed Web of Science ®Google Scholar
• Pusic MV, Andrews JS, Kessler DO, Teng DC, Ruzal-Shapiro C, Pecaric M, Boutis K. 2012. Determining the optimal case mix of abnormals to normals for learning radiograph interpretation. A randomised control trial. Med Educ. 46:289–298.
   PubMed Web of Science ®Google Scholar
• Pusic MV, Chiaramonte R, Gladding S, Andrews JS, Pecaric MR, Boutis K. 2015. Accuracy of self-monitoring during learning of radiograph interpretation. Med Educ. 49:838–846.
   PubMed Web of Science ®Google Scholar
• Pusic MV, Kessler D, Szyld D, Kalet A, Pecaric M, Boutis K. 2012. Experience curves as an organizing framework for deliberate practice in emergency medicine learning. Acad Emerg Med. 19:1476–1480.
   PubMed Web of Science ®Google Scholar
• Pyc MA, Rawson KA. 2009. Testing the retrieval effort hypothesis: does greater difficulty correctly recalling information lead to higher levels of memory? J Mem Lang. 60:437–447.
   Web of Science ®Google Scholar
• Reed T, Pirotte M, McHugh M, Oh L, Lovett S, Hoyt AE, Quinones D, Adams W, Gruener G, McGaghie WC. 2016. Simulation-based mastery learning improves medical student performance and retention of core clinical skills. Simul Healthc. 11:173–180.
   PubMedGoogle Scholar
• Robinson PJ, Culpan G, Wiggins M. 1999. Interpretation of selected accident and emergency radiographic examinations by radiographers: a review of 11000 cases. Br J Radiol. 72:546–551.
   PubMed Web of Science ®Google Scholar
• Roediger HL 3rd, Gallo DA, Geraci L. 2002. Processing approaches to cognition: the impetus from the levels-of-processing framework. Memory. 10:319–332.
   PubMed Web of Science ®Google Scholar
• Roediger HL 3rd, Karpicke JD. 2006. The power of testing memory: basic research and implications for educational practice. Perspect Psychol Sci. 1:181–210.
   PubMedGoogle Scholar
• Roediger HL, Karpicke JD. 2006. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci. 17:249–255.
   PubMed Web of Science ®Google Scholar
• Rohrer D, Pashler H. 2010. Recent research on human learning challenges conventional instructional strategies. Educ Res. 39:406–412.
   Web of Science ®Google Scholar
• Rohrer D, Taylor K, Sholar B. 2010. Tests enhance the transfer of learning. J Exp Psychol Learn Mem Cogn. 36:233–239.
   PubMed Web of Science ®Google Scholar
• Rolskov Bojsen S, Räder SB, Holst AG, Kayser L, Ringsted C, Hastrup Svendsen J, Konge L. 2015. The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial – a randomised study. BMC Med Educ. 15:36.
   PubMed Web of Science ®Google Scholar
• Schuh S, Lalani A, Allen U, Manson D, Babyn P, Stephens D, MacPhee S, Mokanski M, Khaikin S, Dick P. 2007. Evaluation of the utility of radiography in acute bronchiolitis. J Pediatr. 150:429–433.
   PubMed Web of Science ®Google Scholar
• Selbst SM, Friedman MJ, Singh SB. 2005. Epidemiology and etiology of malpractice lawsuits involving children in US emergency departments and urgent care centers. Pediatr Emerg Care. 21:165–169.
   PubMed Web of Science ®Google Scholar
• Shadish WR, Cook TD, Campbell DT. 2002. Experimental and quasi-experimental designs for generalized causal inference. Boston (MA): Houghton Mifflin Company.
   Google Scholar
• Sinclair P, Kable A, Levett-Jones T. 2015. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. JBI Database Syst Rev Implement Rep. 13:52–64.
   PubMedGoogle Scholar
• Singer JD, Judith D, Willett JB. 2003. Applied longitudinal data analysis: modeling change and event occurrence. New York (NY): Oxford University Press.
   Google Scholar
• Wei CJ, Tsai WC, Tiu CM, Wu HT, Chiou HJ, Chang CY. 2006. Systematic analysis of missed extremity fractures in emergency radiology. Acta Radiol. 47:710–717.
   PubMed Web of Science ®Google Scholar
• Zaromb FM, Roediger HL III. 2010. The testing effect in free recall is associated with enhanced organizational processes. Mem Cogn. 38:995–1008.
   PubMed Web of Science ®Google Scholar