Comparative effects of test-enhanced learning and self-explanation on long-term retention

Medical Education

Volumn 47, Issue 7, 2013, Pages 674-682

  Larsen, Douglas P ^a   Butler, Andrew C ^b   Roediger Iii, Henry L ^c  

^a WASHINGTON UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b DUKE UNIVERSITY   (United States)

^c WASHINGTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPARATIVE STUDY; EDUCATION; HUMAN; LEARNING; LONG TERM MEMORY; MEDICAL EDUCATION; MEDICAL STUDENT; METHODOLOGY; PROBLEM BASED LEARNING; RECALL; STATISTICS; PROCEDURES; STATISTICS AND NUMERICAL DATA;

EDUCATION, MEDICAL; EDUCATIONAL MEASUREMENT; HUMANS; MENTAL RECALL; PROBLEM-BASED LEARNING; RETENTION (PSYCHOLOGY); STUDENTS, MEDICAL; TRANSFER (PSYCHOLOGY);

EID: 84878965849     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12141     Document Type: Article

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