Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise
It was recently shown that novice medical students could be trained to demonstrate the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. However, the effectiveness of this training can only be fully evaluated when considering the extent to which knowledge transfer and lo...
| Main Authors: | , , , , , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
2022
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| Online Access: | https://hdl.handle.net/10356/160444 |
| _version_ | 1811696649776398336 |
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| author | Rosby, Lucy Victoria Schmidt, Henk G. Tan, Gerald Jit Shen Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Rotgans, Jerome Ingmar |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Rosby, Lucy Victoria Schmidt, Henk G. Tan, Gerald Jit Shen Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Rotgans, Jerome Ingmar |
| author_sort | Rosby, Lucy Victoria |
| collection | NTU |
| description | It was recently shown that novice medical students could be trained to demonstrate the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. However, the effectiveness of this training can only be fully evaluated when considering the extent to which knowledge transfer and long-term retention occur as a result, the former of which is known to be notoriously difficult to achieve. This study aimed to investigate whether knowledge learned during an online training exercise for chest X-ray diagnosis promoted either knowledge transfer or retention, or both. Second year medical students were presented with, and trained to recognise the features of four chest X-ray conditions. Subsequently, they were shown the four trained-for cases again as well as different representations of the same conditions varying in the number of common elements and asked to provide a diagnosis, to test for near-transfer (four cases) and far-transfer (four cases) of knowledge. They were also shown four completely new conditions to diagnose. Two weeks later they were asked to diagnose the 16 aforementioned cases again to assess for knowledge retention. Dependent variables were diagnostic accuracy and time-to-diagnosis. Thirty-six students volunteered. Trained-for cases were diagnosed most accurately and with most speed (mean score = 3.75/4, mean time = 4.95 s). When assessing knowledge transfer, participants were able to diagnose near-transfer cases more accurately (mean score = 2.08/4, mean time = 15.77 s) than far-transfer cases (mean score = 1.31/4, mean time = 18.80 s), which showed similar results to those conditions previously unseen (mean score = 0.72/4, mean time = 19.46 s). Retention tests showed a similar pattern but accuracy scores were lower overall. This study demonstrates that it is possible to successfully promote knowledge transfer and retention in Year 2 medical students, using an online training exercise involving diagnosis of chest X-rays, and is one of the few studies to provide evidence of actual knowledge transfer. |
| first_indexed | 2024-10-01T07:42:43Z |
| format | Journal Article |
| id | ntu-10356/160444 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:42:43Z |
| publishDate | 2022 |
| record_format | dspace |
| spelling | ntu-10356/1604442023-03-05T16:51:20Z Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise Rosby, Lucy Victoria Schmidt, Henk G. Tan, Gerald Jit Shen Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Rotgans, Jerome Ingmar Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Dual-Process Theory Knowledge Transfer It was recently shown that novice medical students could be trained to demonstrate the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. However, the effectiveness of this training can only be fully evaluated when considering the extent to which knowledge transfer and long-term retention occur as a result, the former of which is known to be notoriously difficult to achieve. This study aimed to investigate whether knowledge learned during an online training exercise for chest X-ray diagnosis promoted either knowledge transfer or retention, or both. Second year medical students were presented with, and trained to recognise the features of four chest X-ray conditions. Subsequently, they were shown the four trained-for cases again as well as different representations of the same conditions varying in the number of common elements and asked to provide a diagnosis, to test for near-transfer (four cases) and far-transfer (four cases) of knowledge. They were also shown four completely new conditions to diagnose. Two weeks later they were asked to diagnose the 16 aforementioned cases again to assess for knowledge retention. Dependent variables were diagnostic accuracy and time-to-diagnosis. Thirty-six students volunteered. Trained-for cases were diagnosed most accurately and with most speed (mean score = 3.75/4, mean time = 4.95 s). When assessing knowledge transfer, participants were able to diagnose near-transfer cases more accurately (mean score = 2.08/4, mean time = 15.77 s) than far-transfer cases (mean score = 1.31/4, mean time = 18.80 s), which showed similar results to those conditions previously unseen (mean score = 0.72/4, mean time = 19.46 s). Retention tests showed a similar pattern but accuracy scores were lower overall. This study demonstrates that it is possible to successfully promote knowledge transfer and retention in Year 2 medical students, using an online training exercise involving diagnosis of chest X-rays, and is one of the few studies to provide evidence of actual knowledge transfer. Published version 2022-07-22T05:37:55Z 2022-07-22T05:37:55Z 2021 Journal Article Rosby, L. V., Schmidt, H. G., Tan, G. J. S., Low-Beer, N., Mamede, S., Zwaan, L. & Rotgans, J. I. (2021). Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise. Advances in Health Sciences Education, 26(3), 1059-1074. https://dx.doi.org/10.1007/s10459-021-10037-y 1382-4996 https://hdl.handle.net/10356/160444 10.1007/s10459-021-10037-y 33687584 2-s2.0-85102385539 3 26 1059 1074 en Advances in Health Sciences Education © 2021 The Author(s). This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. application/pdf |
| spellingShingle | Science::Medicine Dual-Process Theory Knowledge Transfer Rosby, Lucy Victoria Schmidt, Henk G. Tan, Gerald Jit Shen Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Rotgans, Jerome Ingmar Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title | Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title_full | Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title_fullStr | Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title_full_unstemmed | Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title_short | Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| title_sort | promotion of knowledge transfer and retention in year 2 medical students using an online training exercise |
| topic | Science::Medicine Dual-Process Theory Knowledge Transfer |
| url | https://hdl.handle.net/10356/160444 |
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