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The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.

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Title: The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.
Authors: Soares, Renata Vicente1, Pedrosa, Rafaela Batista dos Santos2, Sandars, John3, Cecilio-Fernandes, Dario1,4 d.fernandes@erasmusmc.nl
Source: Medical Teacher. Aug2025, Vol. 47 Issue 8, p1296-1303. 8p.
Subject Terms: *Computer simulation, *Educational tests & measurements, *Students, *Ability, *Research methodology, *Learning strategies, *Comparative studies, *Training, Research funding, Life support systems in critical care
Abstract: Introduction: A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group), with combined spacing and testing, and another group (control) that received simulation training in a single-session simulation training without testing. Methods: A quasi-experimental study. Results: Thirteen nursing students were in the intervention group and 18 in the control group. After three months, there was no significant reduction in retention of BLS knowledge (p > 0.05) or BLS skills (p < 0.05) in the intervention group, but there was a significant reduction in both (p < 0.05) in the control group. We found no significant reduction in retention of ALS knowledge in the control group (p > 0.05), but there was a significant reduction in the intervention group (p < 0.05). There was no significant decay of ALS skills in both groups (p < 0.05). Discussion: This is the first study to demonstrate that combined spacing and testing could be highly effective for complex skills simulation training to increase retention after three months. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Medical+Teacher%22&quot;&gt;Medical Teacher&lt;/searchLink&gt;. Aug2025, Vol. 47 Issue 8, p1296-1303. 8p.
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  Label: Abstract
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  Data: Introduction: A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group), with combined spacing and testing, and another group (control) that received simulation training in a single-session simulation training without testing. Methods: A quasi-experimental study. Results: Thirteen nursing students were in the intervention group and 18 in the control group. After three months, there was no significant reduction in retention of BLS knowledge (p &gt; 0.05) or BLS skills (p &lt; 0.05) in the intervention group, but there was a significant reduction in both (p &lt; 0.05) in the control group. We found no significant reduction in retention of ALS knowledge in the control group (p &gt; 0.05), but there was a significant reduction in the intervention group (p &lt; 0.05). There was no significant decay of ALS skills in both groups (p &lt; 0.05). Discussion: This is the first study to demonstrate that combined spacing and testing could be highly effective for complex skills simulation training to increase retention after three months. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Teacher is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/0142159X.2024.2427735
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 1296
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      – SubjectFull: Computer simulation
        Type: general
      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Research methodology
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      – SubjectFull: Learning strategies
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      – SubjectFull: Comparative studies
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      – SubjectFull: Training
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      – SubjectFull: Research funding
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      – SubjectFull: Life support systems in critical care
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      – TitleFull: The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.
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              Text: Aug2025
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              Y: 2025
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