Testing the Effects of Individual Residents' Retrieval Practice on Standardized Examination Scores.

Background: Residents have limited time and much to learn. Retrieval practice-studying using exam-style review questions-is a powerful educational tool for aggregate groups of learners, but it has not been tested for individual graduate medical education (GME) trainees.

Methods: We conducted a retrospective observational study examining how individual residents' self-directed retrieval practice affected their learning.

Desirable Difficulty: Theory and application of intentionally challenging learning.

Context: Health professions trainees must acquire a vast amount of clinical knowledge and skills, and a deliberate instructional design approach is needed to provide trainees with effective learning strategies. One powerful yet counterintuitive strategy that facilitates long-term learning is incorporating intentional difficulties during the learning process. Difficulties that require more effort from learners may impede short-term learning but are ultimately beneficial for long-term learning and are therefore termed Desirable Difficulties.

Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training.

Purpose: Residents have limited time and much to learn. Mounting evidence shows that Desirable Difficulty (DD) learning strategies can ease that imbalance, but few studies have specifically studied combinations of these strategies.

Methods: We tested two different combinations of DD strategies: a double combination of distributed practice and retrieval practice and a triple combination additionally including interleaved practice.

An Interactive Workshop Reviewing Basic Biostatistics and Applying Bayes' Theorem to Diagnostic Testing and Clinical Decision-Making.

Introduction: Sensitivity, specificity, and predictive values-the basic statistics behind using and interpreting screening and diagnostic tests-are taught in all medical schools, yet studies have shown that a majority of physicians cannot correctly define and apply these concepts. Previous work has not rigorously examined this disconnect and attempted to address it.

Methods: We used adult learning theory to design a case-based interactive workshop to review biostatistics and apply them to clinical decision-making using Bayes' theorem.