Open AccessDoes spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial
Author(s) -
Roland Grad,
Daniel W. Leger,
Janusz Kaczorowski,
Tibor Schuster,
Samara Adler,
Marya Aman,
Douglas Archibald,
MarieClaude Beaulieu,
John Chmelicek,
Evelyn Cornelissen,
Bethany Delleman,
Sonia Hadj-Mimoune,
Samantha Horvey,
Steven Macaluso,
Stephen Mintsioulis,
Stuart Murdoch,
Brian Ng,
Alain Papineau,
Sohil Rangwala,
Mathieu Rousseau,
Teresa M. Rudkin,
Inge Schabort,
Karen Schultz,
Pamela Snow,
Eric Wong,
Pearson Wu,
Carlos Brailovsky
Publication year - 2021
Publication title -
advances in health sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.307
H-Index - 64
eISSN - 1573-1677
pISSN - 1382-4996
DOI - 10.1007/s10459-020-10020-z
Subject(s) - medicine , certification , family medicine , randomized controlled trial , psychological intervention , test (biology) , intervention (counseling) , confidence interval , cluster (spacecraft) , objective structured clinical examination , medical education , nursing , paleontology , political science , computer science , law , biology , programming language
Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination.