Advanced search
Publication Cover
Medical Teacher Volume 41, 2019 - Issue 11
Submit an article Journal homepage
662
Views
9
CrossRef citations to date
0
Altmetric
ARTICLES

Utilizing research findings in medical education: The testing effect within a flipped/inverted biochemistry classroom

Achim SchneiderInstitute of Biochemistry and Molecular Biology, Medical Faculty, Ulm University, Ulm, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8602-8535View further author information
ORCID Icon,
Michael KühlInstitute of Biochemistry and Molecular Biology, Medical Faculty, Ulm University, Ulm, GermanyView further author information
&
Susanne J. KühlInstitute of Biochemistry and Molecular Biology, Medical Faculty, Ulm University, Ulm, GermanyCorrespondence[email protected]
View further author information
Pages 1245-1251 | Published online: 07 Jul 2019

References

  • Abbott EE. 1909. On the analysis of the factor of recall in the learning process. Psychol Monogr. 11:159.
  • Adesope OO, Trevisan DA, Sundararajan N. 2017. Rethinking the use of tests: a meta-analysis of practice testing. Rev Educ Res. 87:659–701.
  • Agarwal PK, Karpicke JD, Kang SH, Roediger HII, McDermott KB. 2008. Examining the testing effect with open‐and closed‐book tests. Appl Cognit Psychol. 22:861–876.
  • Butler AC, Roediger HL. 2008. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Mem Cognit. 36:604–616.
  • Carrier M, Pashler H. 1992. The influence of retrieval on retention. Mem Cognit. 20:633–642.
  • Dunlosky J, Lipko AR. 2007. Metacomprehension: a brief history and how to improve its accuracy. Curr Dir Psychol Sci. 16:228–232.
  • Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. 2013. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest. 14:4–58.
  • Fritz CO, Morris PE, Richler JJ. 2012. Effect size estimates: current use, calculations, and interpretation. J Exp Psychol Gen. 141:2–18.
  • Hew KF, Lo CK. 2018. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 18:38.
  • James W. 1890. The principles of psychology. Volume 1. New York (NY): Henry Holt and Company.
  • Karpicke JD, Butler AC, Roediger HL. III 2009. Metacognitive strategies in student learning: do students practise retrieval when they study on their own? Memory17:471–479.
  • Karpicke JD, Roediger HL, III. 2007. Repeated retrieval during learning is the key to long-term retention. J Mem Lang. 57:151–162.
  • Karpicke JD, Roediger HL, III. 2008. The critical importance of retrieval for learning. Science 319:966–968.
  • Kühl SJ, Toberer M, Keis O, Tolks D, Fischer MR, Kühl M. 2017. Concept and benefits of the inverted classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS J Med Educ. 34:31.
  • Marsh EJ, Roediger HL, Bjork RA, Bjork EL. 2007. The memorial consequences of multiple-choice testing. Psychon Bull Rev. 14:194–199.
  • McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, Esserman DA, Mumper RJ. 2014. The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med. 89:236–243.
  • Nungester RJ, Duchastel PC. 1982. Testing versus review: effects on retention. J Educ Psychol. 74:18–22.
  • Pastötter B, Bäuml KHT. 2014. Retrieval practice enhances new learning: the forward effect of testing. Front Psychol 5:286.
  • Rawson KA, Dunlosky J. 2011. Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? J Exp Psychol Gen. 140:283–302.
  • Roediger HL, III, Butler AC. 2011. The critical role of retrieval practice in long-term retention. Trends Cogn Sci (Regul Ed). 15:20–27.
  • Roediger HL, III, Karpicke JD. 2006a. The power of testing memory: basic research and implications for educational practice. Perspect Psychol Sci. 1:181–210.
  • Roediger HL, III, Karpicke JD. 2006b. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci. 17:249–255.
  • Rohrer D, Taylor K, Sholar B. 2010. Tests enhance the transfer of learning. J Exp Psychol Learn Mem Cogn. 36:233–239.
  • Rowland CA. 2014. The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychol Bull. 140:1432–1463.
  • Szpunar KK, Khan NY, Schacter DL. 2013. Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proc Natl Acad Sci USA. 110:6313–6317.
  • van Eersel GG, Verkoeijen PP, Povilenaite M, Rikers R. 2016. The testing effect and far transfer: the role of exposure to key information. Front Psychol. 7:1977.
  • Winquist JR, Carlson KA. 2014. Flipped statistics class results: better performance than lecture over one year later. J Stat Educ. 22. https://www.tandfonline.com/doi/pdf/10.1080/10691898.2014.11889717

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.