Scholarlink

Objective <p>The study aims to elucidate a&#xa0;possible effect of individual reflection (IR) or group reflection (GR) on short-term and long-term memory retention in a&#xa0;large group lecture-based environment.</p> Methods <p>In this quasi-experimental study 656 medical students were enrolled to compare the impact of IR and GR directly after the lectures and 2&#xa0;months later. Students were divided into two groups and given two different lectures using IR or GR in a&#xa0;cross-over fashion. Memory retention was estimated using multiple-choice questions analyzed by Student’s T‑test.</p> Results <p>Memory retention was similar using both reflection methods at baseline (<i>p</i> = 0.867; <i>p</i> = 0.971) and follow-up (<i>p</i> = 0.885; <i>p</i> = 0.945). Interestingly, both reflection methods fostered good memory retention over time. Studentsʼ self-assessment initially favored GR as more beneficial, an effect that faded over time.</p> Conclusion <p>Reflection might be a&#xa0;promising tool to foster memory retention in large lecture cohorts without added benefit from social interaction.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Individual and group reflection in lecture-based large groups lead to comparable learning success

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月8日

查看全文
  • Clemens Höbaus,
  • Ralf Schmidmaier

摘要

Objective

The study aims to elucidate a possible effect of individual reflection (IR) or group reflection (GR) on short-term and long-term memory retention in a large group lecture-based environment.

Methods

In this quasi-experimental study 656 medical students were enrolled to compare the impact of IR and GR directly after the lectures and 2 months later. Students were divided into two groups and given two different lectures using IR or GR in a cross-over fashion. Memory retention was estimated using multiple-choice questions analyzed by Student’s T‑test.

Results

Memory retention was similar using both reflection methods at baseline (p = 0.867; p = 0.971) and follow-up (p = 0.885; p = 0.945). Interestingly, both reflection methods fostered good memory retention over time. Studentsʼ self-assessment initially favored GR as more beneficial, an effect that faded over time.

Conclusion

Reflection might be a promising tool to foster memory retention in large lecture cohorts without added benefit from social interaction.