Submission ID 77751
| Code | OC-1-2 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Faculty |
| Title | To Pre or Not to Pre? Optimizing Test Enhanced Learning in Continuing Education |
| Background/Purpose | Test-enhanced learning (TEL) is a proven education strategy to increase retention and transfer of learning in undergraduate and postgraduate medical education. Recent studies demonstrate TEL is feasible and effective in continuing education, leading to gains in transfer of knowledge. TEL can be timed either before (pre) or after (post) learning. Choosing only one strategy maybe more efficient for participants and planners though evidence for the superiority of one strategy is inconclusive |
| Methods | A randomized controlled experiment studied whether pre or post-testing was superior for CE in the context of the virtual Pediatric Update 2021 Conference in Toronto, Canada. Participants were randomized to pre or post-testing across 15 workshops. Participants in the pre-group received 5 MCQs 2 weeks before live workshops. Participants in the post-group received 5 MCQs for each workshop 2 weeks after the conference. The primary outcomes were clinical reasoning knowledge transfer tests for each workshop delivered one month after the conference. Participants also completed 3 surveys which queried learning behaviours and mpact of pre or post-testing on their learning and clinical practices. Analysis was through multi-level model controlling for other covariates. |
| Results | 159 individuals provided data (90 pre/69 post). There was no statistical difference between the pre and post-groups on the primary outcome measure (b=0.05, t=6.49,p<0.52) though we noted greater adherence to completing pre-tests compared to post-tests (t=18.6, p<0.001). |
| Discussion | Both strategies were well received by participants. We did not detect an advantage for either testing strategy by any measure except significantly greater adherence to pre-testing. We discuss implications for TEL. |
| Keyword 1 | Assessment for learning |
| Keyword 2 | Continuing education |
| Keyword 3 | Transfer of learning |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME) |
| Abstract Track - First Choice | Assessment |
| Assessment | Formative General Self assessment |
| Authors | Kulamakan Kulasegaram Oshan Fernando Tasnia Khan Vishan Shan Tina Martimianakis Mark Feldman Kulamakan Kulasegaram |
