RESUMO
BACKGROUND: "Three-way summaries" (TWS) are a teaching-learning tool in which students respond to a question or topic inquiry by three different summaries (10-15 words, 30-50 words, and 75-100 words). The aim of this study was to introduce TWS, to establish its impact on learning retention, and to identify students' perception for TWS. MATERIALS AND METHODS: It was an educational interventional study. It was carried out in two randomly allocated groups, Group A having TWS as intervention and Group B without TWS, followed by crossover of the groups. Participants were assessed using two multiple choice question (MCQ) tests, ten marks each (one immediately and second after 1 week) during both phases. Students' perception regarding TWS was assessed by questionnaire using Likert scale. Statistical analysis was done by two-tailed independent t-test. RESULTS: Both groups' performance deteriorate after 1 week, but it was affected more in Group B without TWS (4.85 ± 1.89-4.70 ± 2.05, P = 0.05) as compared to Group A with TWS (5.30 ± 1.81-4.63 ± 1.90, P = 0.69). While in second phase, performance of the Group B with TWS improved more significantly (5.92 ± 2.24-6.83 ± 2.21, P = 0.04) in comparison with Group A without TWS (4.96 ± 1.89-5.66 ± 2.35, P = 0.09). Most of the students liked TWS as an educational tool using Likert scale (72%-86% agreeing and strongly agreeing). CONCLUSIONS: TWS is highly acceptable teaching-learning tool which improves learning retention.