Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Participants in the restudy active control made no measurable improvement in questioning-for-retrieval skill between the two simulator attempts. → Sam Sims 2026
Evidence¶
Sam Sims 2026¶
Sam Sims, Harry Fletcher-Wood, Thomas Godfrey-Faussett, Peps Mccrea, Stefanie Meliss. (2026). Modelling evidence-based practice in initial teacher training: effects on teachers’ skills, knowledge and self-efficacy. Instructional Science. https://doi.org/10.1007/s11251-026-09779-2
q3 · i? · causal · r2
Graphical presentation of results in the left-hand panel of Fig. 3 (N = 89) showing raw skill sum scores from pre-test to post-test by treatment arm; the restudy arm showed no measurable gain, while the article reports model-arm participants “almost doubled their score (from 6.4 to 11.3)”.
"Participants allocated to the restudy condition (solid black line) made no measurable improvements in their use of questioning for retrieval between the two simulator attempts."
Discussion¶
Related Claims¶
- Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary — related
- Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy — related
- Video models with integrated theory do not improve trainee teachers’ knowledge of questioning for retrieval relative to restudy — related
- Rereading Is A Low Utility Study Strategy — a broader claim this one bears on
- Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model — related
- Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
restudy-alone-no-skill-improvement |
title |
Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts |
description |
Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sam-sims-2026 |
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