(78) Impact of Frequency of Spaced Retrieval using Repeat Testing on Knowledge Retention in Pharmacy Education

Objective : This study explored the effect of testing or "test-enhanced learning" as a means to enhance long-term retention in a Doctor of Pharmacy Program. The study aimed to assess the impact of the frequency of spaced retrieval using repeat testing on asthma pharmacotherapy knowledge retention following course completion. The authors hypothesized that test-enhanced learning would improve knowledge retention.

Methods: The study randomly assigned second-year pharmacy students to one of three retrieval practice groups: (1) two retrieval practice assessments (2 and 4 months after the course assessment), (2) one retrieval practice assessment (4 months after the course), or (3) no retrieval practice. A final assessment was administered to all participants 5 months after the course assessment. The retrieval assessment and final assessment consisted of five multiple-choice questions on asthma pharmacotherapy.

Results: In total, 94 participants were included in the study, with 32 in Group 1 and 31 in both Groups 2 and 3. All three groups performed similarly on the final assessment regardless of the frequency of spaced retrieval (p=.75). While Group 1 scored numerically higher than Group 2 on the 4-month retrieval practice assessment, it was not statistically significant and did not impact performance on the final assessment (p=.076). In Group 1, final assessment scores were decreased compared to the two previous retrieval assessments.

Conclusions: Regardless of the frequency of spaced retrieval following the academic course where asthma was initially learned, retrieval practice using multiple-choice assessments, with the gap times of this study, did not improve asthma pharmacotherapy knowledge retention among second-year student pharmacists.