Both groups retained cardiac cycle knowledge equally well at the six-month follow-up assessment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Groups A and B scored equally on the six-month follow-up assessment, and both groups' follow-up scores showed no significant decrease from immediate posttest. → Dowlati 2016

Evidence¶

Dowlati 2016¶

Dowlati, E., Musick, D. W., Zhang, L., Thornton, K., & Carvalho, H. (2016). Use of Dramatization to Teach Cardiac Cycle Physiology to Medical Students. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i9.1603

q3 · i? · causal · r2

Six months after instruction, all 42 students completed a third assessment of cardiac cycle retention. The article reports equal follow-up performance between groups; it also reports no significant decrease in scores from posttest to follow-up (p=0.24 for Group A, p=0.31 for Group B), with no effect sizes printed.

"Both groups subsequently scored equally well on the six-month follow-up assessment (p<0.0001)."

Discussion¶

Related Claims¶

• Dramatization alone produced immediate posttest scores equal to lecture followed by dramatization in first-year medical students — related
• Knowledge scores increased significantly from pretest to immediate posttest in both instruction-order groups — related
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• All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction — related
• Self-reported confidence in knowledge increased in both groups after dramatization — related
• No significant instructional-group effects were detected at the six-month follow-up assessment — related