Abstract

Many students think that ramming information into their brain over and over again is the best way to learn it. But studying the same information over and over again has its limits. Recent advances in the cognitive science of learning and memory have challenged common assumptions about how learning happens. Specifically, recent work has shown that retrieval is critical for robust, durable, long-term learning. Every time a memory is retrieved, that memory becomes more accessible in the future. Retrieval also helps people create coherent and integrated mental representations of complex concepts, the kind of deep learning that we hope our students can achieve. Perhaps most surprisingly, practicing retrieval has been shown to produce more learning than engaging in other tried and true study techniques. This approach, which recognizes the central role of retrieval processes in learning, is referred to as retrieval-based learning.

In this discussion I will review some of the studies that have demonstrated the effectiveness of retrieval-based learning. Examples will be given of how retrieval practice was incorporated into current courses as part of formative testing practices. Using our practical experiences as a springboard, we will discussion ways in which retrieval-based learning modalities can be included with active learning strategies to enhance student engagement and learning.

Objectives

• Be able to compare retrieval-based learning modalities to traditional study approaches
• Propose mechanisms for including retrieval practice in existing courses and how to develop new courses that include retrieval-based learning modalities

Presenter

Peter Anderson, UAB SOM, Pathology
Peter Anderson, DVM, PhD is a Professor of Pathology and Director of Pathology Undergraduate Education at the UAB Heersink School of Medicine. Dr. Anderson does research related to atherosclerosis and intravascular stents. He also teaches in various health sciences programs at UAB including medical, dental, optometry, graduate and undergraduate students. He has received many teaching awards from these various student groups as well as local and national teaching awards. He has held leadership positions in various national and international educational groups and as a Fulbright Senior Specialist he was involved in global health educational activities in African and Taiwan.