Comparison of High Fidelity Patient Simulation on the Retention of Physiology Concepts Over Summer Break

It is well known that medical students experience significant knowledge loss over long breaks such as summer. Likewise, active learning methods, where students are involved in doing things and thinking about things, have been shown to improve retention of material versus passive learning. Therefore, high fidelity patient simulations (HFPS) which are an engaging, active learning activity, may promote better long term retention of physiology covered. The purpose of this study is to determine if medical students’ long‐term retention of physiology concepts is enhanced through the use of HFPS. Methods Questions from the midterm of the physiology module were selected from topics covered by HFPS or other methods (lecture or computer based instruction) with similar averages and difficulties. 2nd year medical students were recruited to take a formative set of different questions comparing physiology topics covered in HFPS vs other teaching methods about 6 months later. Student scores from the formative questions were compared with performance on the midterm to determine knowledge loss. Results Forty of about 120 students participated in the formative test in Year 2 six months later. Discussion Developing ways to prevent knowledge loss and facilitate retention of material in students should become part of a “best practices” approach for faculty. Active learning methods such as HFPS may be an avenue to facilitate better and more efficient learning of physiology material.