Acquisition and recall of cognitive knowledge: effect of active learning

ABSTRACT

This is a prospective study carried out on a cohort of 110 pre-clinical students randomly selected from Dow medical college. The objective of the study was to observe the impact of both the active learning [Method I] and conventional teaching [Method II] techniques on acquisition, retention and recall of cognitive knowledge in our students. The study population was taught similar subject by two different techniques. Base line knowledge was determined using a set of MCQs as Pre-test. Immediate knowledge gain was assessed at the completion of lecture using the same set of MCQs [Post test]. Retention of knowledge was determined through a term test scheduled after three months. The rise in mean scores was significantly greater in post test taken by the study group in method I [65.4%] as compared to that in method II [48.8%] [p<0.001] showing early concept clearance. Similarly the mean scores in term test were higher in students exposed to method I [65.9%] than those in method II [56.6%] [p<0.001]. Among students taught by method II, the term test scores [56.6%] were significantly better in comparison to the post test scores [48.8%] [p<0.05]. Greater proportion of high scorers [scoring > 75% marks] were seen in the group taught by method I[38%] in contrast to those taught by method II [14.5%] [p<0.001]. This pilot study for DMC campus therefore concluded that the interactive mode of teaching leads to improved acquisition retention and recall of knowledge