The Effect of Drawing Microbiology Concepts on Short-Term Retention Before and After Interrupted Learning

Introduction Throughout the preclinical education curriculum, medical students learn numerous concepts that must be retained and added to over time. Previous studies have shown that utilizing drawing leads to improved retention of concepts. However, limited studies have investigated the use of drawi...

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Published in:Medical science educator 2023-10, Vol.33 (5), p.1205-1213
Main Authors: Waters, Robert, Carty, Nancy, Keller, Christopher C.
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description Introduction Throughout the preclinical education curriculum, medical students learn numerous concepts that must be retained and added to over time. Previous studies have shown that utilizing drawing leads to improved retention of concepts. However, limited studies have investigated the use of drawing at the medical school level. The goal of this study was to utilize mechanism-based drawing aimed at presenting conceptual material rather than strict memorization before and after interrupted learning. Methods Participants were randomly assigned to a drawing group or a text-only group and both groups received text #1 that explained a microbiology concept. The groups were instructed to read the text, but only the drawing group received a drawing prompt. The groups then completed post-test #1. During part #2 of the study, the groups were instructed to read text #2 with no drawing prompt. The two groups were instructed to complete post-test #2 which covered topics from text #1 and #2. p
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Previous studies have shown that utilizing drawing leads to improved retention of concepts. However, limited studies have investigated the use of drawing at the medical school level. The goal of this study was to utilize mechanism-based drawing aimed at presenting conceptual material rather than strict memorization before and after interrupted learning. Methods Participants were randomly assigned to a drawing group or a text-only group and both groups received text #1 that explained a microbiology concept. The groups were instructed to read the text, but only the drawing group received a drawing prompt. The groups then completed post-test #1. During part #2 of the study, the groups were instructed to read text #2 with no drawing prompt. The two groups were instructed to complete post-test #2 which covered topics from text #1 and #2. p &lt;0.05 was considered significant. Results The drawing group performed significantly better on post-test #1 compared to the text-only group. There were no significant differences on overall performance on post-test #2. However, the drawing group performed significantly better on questions related to the material covered in text #1 on post-test #2. Conclusion Results presented here demonstrate that students who draw perform significantly better when assessed on complex microbiology concepts, even after interrupted by the introduction of an unrelated concept. A future study should investigate the effectiveness of drawing after interruption by learning on long-term retention and performance.</description><identifier>ISSN: 2156-8650</identifier><identifier>EISSN: 2156-8650</identifier><identifier>DOI: 10.1007/s40670-023-01879-9</identifier><identifier>PMID: 37886292</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Education ; Medical Education ; Original Research</subject><ispartof>Medical science educator, 2023-10, Vol.33 (5), p.1205-1213</ispartof><rights>The Author(s) under exclusive licence to International Association of Medical Science Educators 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c398t-eb9487b327f5e4e824795827e8965c59dea9dacf9c426cfd0fc00939c7d5bd323</cites><orcidid>0000-0003-2503-4058</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10597964/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10597964/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27922,27923,53789,53791</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37886292$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Waters, Robert</creatorcontrib><creatorcontrib>Carty, Nancy</creatorcontrib><creatorcontrib>Keller, Christopher C.</creatorcontrib><title>The Effect of Drawing Microbiology Concepts on Short-Term Retention Before and After Interrupted Learning</title><title>Medical science educator</title><addtitle>Med.Sci.Educ</addtitle><addtitle>Med Sci Educ</addtitle><description>Introduction Throughout the preclinical education curriculum, medical students learn numerous concepts that must be retained and added to over time. Previous studies have shown that utilizing drawing leads to improved retention of concepts. However, limited studies have investigated the use of drawing at the medical school level. The goal of this study was to utilize mechanism-based drawing aimed at presenting conceptual material rather than strict memorization before and after interrupted learning. Methods Participants were randomly assigned to a drawing group or a text-only group and both groups received text #1 that explained a microbiology concept. The groups were instructed to read the text, but only the drawing group received a drawing prompt. The groups then completed post-test #1. During part #2 of the study, the groups were instructed to read text #2 with no drawing prompt. The two groups were instructed to complete post-test #2 which covered topics from text #1 and #2. p &lt;0.05 was considered significant. Results The drawing group performed significantly better on post-test #1 compared to the text-only group. There were no significant differences on overall performance on post-test #2. However, the drawing group performed significantly better on questions related to the material covered in text #1 on post-test #2. Conclusion Results presented here demonstrate that students who draw perform significantly better when assessed on complex microbiology concepts, even after interrupted by the introduction of an unrelated concept. A future study should investigate the effectiveness of drawing after interruption by learning on long-term retention and performance.</description><subject>Education</subject><subject>Medical Education</subject><subject>Original Research</subject><issn>2156-8650</issn><issn>2156-8650</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp9kU1v3CAQhlGVqonS_IEeKo65uMFgDJyiZJsvaatK7faMMB52ibywBdwq_z6km0bppRwGNPPOw2hehD605FNLiDjLHekFaQhlDWmlUI16g45oy_tG9pwcvHofopOc70k9vJNtR96hQyak7KmiR8ivNoCvnANbcHT4czK_fVjjL96mOPg4xfUDXsRgYVcyjgF_38RUmhWkLf4GBULxNXkJLibAJoz4whVI-C7UmOZdgREvwaRQme_RW2emDCfP9zH6cX21Wtw2y683d4uLZWOZkqWBQXVSDIwKx6EDSTuhuKQCpOq55WoEo0ZjnbId7a0bibOEKKasGPkwMsqO0fmeu5uHLYy2zpjMpHfJb0160NF4_W8l-I1ex1-6JVwJ1XeVcPpMSPHnDLnorc8WpskEiHPWVErGBVWMVSndS-u6ck7gXv5piX7ySe990tUn_ccnrWrTx9cTvrT8daUK2F6QaymsIen7OKdQt_Y_7CO3-Z_k</recordid><startdate>20231001</startdate><enddate>20231001</enddate><creator>Waters, Robert</creator><creator>Carty, Nancy</creator><creator>Keller, Christopher C.</creator><general>Springer US</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-2503-4058</orcidid></search><sort><creationdate>20231001</creationdate><title>The Effect of Drawing Microbiology Concepts on Short-Term Retention Before and After Interrupted Learning</title><author>Waters, Robert ; Carty, Nancy ; Keller, Christopher C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c398t-eb9487b327f5e4e824795827e8965c59dea9dacf9c426cfd0fc00939c7d5bd323</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Education</topic><topic>Medical Education</topic><topic>Original Research</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Waters, Robert</creatorcontrib><creatorcontrib>Carty, Nancy</creatorcontrib><creatorcontrib>Keller, Christopher C.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Medical science educator</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Waters, Robert</au><au>Carty, Nancy</au><au>Keller, Christopher C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Effect of Drawing Microbiology Concepts on Short-Term Retention Before and After Interrupted Learning</atitle><jtitle>Medical science educator</jtitle><stitle>Med.Sci.Educ</stitle><addtitle>Med Sci Educ</addtitle><date>2023-10-01</date><risdate>2023</risdate><volume>33</volume><issue>5</issue><spage>1205</spage><epage>1213</epage><pages>1205-1213</pages><issn>2156-8650</issn><eissn>2156-8650</eissn><abstract>Introduction Throughout the preclinical education curriculum, medical students learn numerous concepts that must be retained and added to over time. Previous studies have shown that utilizing drawing leads to improved retention of concepts. However, limited studies have investigated the use of drawing at the medical school level. The goal of this study was to utilize mechanism-based drawing aimed at presenting conceptual material rather than strict memorization before and after interrupted learning. Methods Participants were randomly assigned to a drawing group or a text-only group and both groups received text #1 that explained a microbiology concept. The groups were instructed to read the text, but only the drawing group received a drawing prompt. The groups then completed post-test #1. During part #2 of the study, the groups were instructed to read text #2 with no drawing prompt. The two groups were instructed to complete post-test #2 which covered topics from text #1 and #2. p &lt;0.05 was considered significant. Results The drawing group performed significantly better on post-test #1 compared to the text-only group. There were no significant differences on overall performance on post-test #2. However, the drawing group performed significantly better on questions related to the material covered in text #1 on post-test #2. Conclusion Results presented here demonstrate that students who draw perform significantly better when assessed on complex microbiology concepts, even after interrupted by the introduction of an unrelated concept. A future study should investigate the effectiveness of drawing after interruption by learning on long-term retention and performance.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>37886292</pmid><doi>10.1007/s40670-023-01879-9</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0003-2503-4058</orcidid><oa>free_for_read</oa></addata></record>
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Original Research
title The Effect of Drawing Microbiology Concepts on Short-Term Retention Before and After Interrupted Learning
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