Retrieval Enhances Higher and Lower Order Thinking in Anatomy and Physiology Students

Retrieval practice is a learning strategy that was developed by cognitive scientists and is based on the act of recalling information after exposure. Over the last two decades, many dozens of studies have found that retrieval‐based strategies can enhance learning and memory more effectively than more commonly‐used strategies such as repetitive reading. Although the advantages of retrieval practice have been demonstrated in both well‐controlled laboratories and real‐world settings such as middle school and university classrooms, the evidence also indicates that most educators and students remain unaware of the benefits of the strategy. It is especially unfortunate when such an effective learning strategy is underutilized in courses that cover anatomy and physiology information because many students find those subjects to be particularly complex, overwhelming, and difficult to learn. The purpose of this presentation is to review key studies that examined the effects of retrieval practice on lower and higher orders of thinking with anatomy, physiology, and medical information. Lower orders of thinking include the abilities to identify, define, and distinguish; whereas higher orders of thinking include the abilities to transfer, critique, and evaluate. The evidence reviewed in this presentation demonstrates that retrieval practice is a relatively effective means by which to increase both higher and lower order thinking with anatomy and physiology information. Support or Funding Information None