Foundations

Science of Learning Strategy Series: Article 2, Retrieval Practice

Van Hoof, Thomas J. MD, EdD; Madan, Christopher R. PhD; Sumeracki, Megan A. PhD

Mr. Thomas J. Van Hoof, MD, EdD: Associate Professor, University of Connecticut School of Nursing, Storrs, and Associate Professor, Department of Public Health Sciences, University of Connecticut School of Medicine, Farmington, CT. Mr. Christopher R. Madan, PhD: Assistant Professor, School of Psychology, University of Nottingham, Nottingham, United Kingdom. Ms. Megan A. Sumeracki, PhD: Assistant Professor, Department of Psychology, Rhode Island College, Rhode Island, United Kingdom.

Correspondence: Thomas J. Van Hoof, MD, EdD, University of Connecticut, 231 Glenbrook Road, Unit 4026, Storrs, CT 06269-4026; e-mail: [email protected].

Disclosures: The authors declare no conflict of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.jcehp.org).

Journal of Continuing Education in the Health Professions 41(2):p 119-123, Spring 2021. | DOI: 10.1097/CEH.0000000000000335

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Abstract

Retrieval practice is an evidence-based, science of learning strategy that is relevant to the planning and implementation of continuing professional development (CPD). Retrieval practice requires one to examine long-term memory to work with priority information again in working memory. Retrieval practice improves learning in two ways. It improves memory for the information itself (direct benefit), and retrieval practice provides feedback about what needs additional effort (indirect). Both benefits contribute significantly to durable learning. Research from cognitive psychology and neuroscience provides the rationale for retrieval practice, and examples of its implementation in health professions education are increasingly available in the literature. Through appropriate utilization, CPD participants can benefit from retrieval practice by making more-informed educational choices, and CPD planners can benefit in efforts to improve educational activities.