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<p>Memory retention is a key challenge in medical education. Interpolated quizzing has shown promise in enhancing retention, yet its impact remains understudied. This study employed a quantitative, between-subject design to compare intermittent quizzing during lectures with post-lecture testing. Sixty-eight medical students were randomly assigned to either an interpolated quizzing group or non-interpolated group. Final test results revealed significantly higher retention and scores in the quizzing group. These findings suggest that interpolated quizzing is an effective strategy for improving knowledge retention and recall, offering a valuable tool for enhancing learning outcomes in medical education.</p>

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From lecture to long-term memory: impact of interpolated quizzing on memory retention of medical students

  • 期刊论文

  • 发表日期：

    2025年7月9日

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  • Saumya Gupta,
  • Anurag Agrawal

摘要

Memory retention is a key challenge in medical education. Interpolated quizzing has shown promise in enhancing retention, yet its impact remains understudied. This study employed a quantitative, between-subject design to compare intermittent quizzing during lectures with post-lecture testing. Sixty-eight medical students were randomly assigned to either an interpolated quizzing group or non-interpolated group. Final test results revealed significantly higher retention and scores in the quizzing group. These findings suggest that interpolated quizzing is an effective strategy for improving knowledge retention and recall, offering a valuable tool for enhancing learning outcomes in medical education.