Charles Kromann læge ph.d
Charles Kromann, læge, ph.d.
Charles Kromann, læge, ph.d.
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<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. <br />
Center for Klinisk Uddannelse <br />
Københavns Universitet, <br />
Region Hovedstaden og Rigshospitalet <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
De næste 20 min … <br />
• Hvad er test-‐forstærket læring (TFL)? <br />
• Anbefalinger <br />
• Spørgsmål <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Herbert Spitzer, Iowa, 1939 <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com Adapted from data by Spitzer (1939)
Herbert Spitzer, Iowa, 1939 <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
”Tests [on studied material] enhance later retenXon, more than addiXonal study of the <br />
material …” Roediger & Karpicke (2006) <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Varighed og effektstørrelse <br />
• Effect size 0,5-‐1,0 dvs. stor. <br />
• Varighed op Xl 6 måneder <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Hvad skyldes TFL ikke? <br />
• Feedback <br />
– Spitzer (1939) <br />
– Roediger (2006) <br />
• Kendskab Xl test-‐format <br />
– Nungester & Duchastel (1982) <br />
• LæringsintenXon <br />
– Haynie (2007) <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
LæringsintenXon <br />
”... being tested helps students to retain <br />
informaXon while simply being warned <br />
of a test and expecXng a grade does <br />
not.” <br />
Haynie 2007 <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
TeoreXske om mekanismer bag TFL <br />
• Elaborate retrieval – “Arbejdskrævende genkaldelse” <br />
• Transfer appropriate processing – <br />
“Brugslignende processering” <br />
• EmoXonal impact – “Følelsesmæssig påvirkning” <br />
• Contextual stress – “Kontekstrelateret stress” <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Følelsesmæssig påvirkning <br />
Adapted from Hilliard Jason, AMEE 2009, <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Stress og TFL <br />
Test: <br />
Socio-‐evalua0v trussel <br />
Akut stress-‐respons <br />
S0gning i cor0sol <br />
Øget indlæring? <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Opsummering <br />
• TFL er en iboende læringseffekt af testning <br />
med stor effect size og lang varighed <br />
• Ingen simpel mekanisme bag TFL. Mulige er: <br />
– transfer appropriate processing <br />
– elaborate retrieval <br />
– følelsesmæssig påvirkning <br />
– kontekstuel stress <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Andre fordele ved testning <br />
• Hyppige test opfordrer Xl øget læsning <br />
• Tests illustrerer kerne-‐viden <br />
• Gennem feedback kan testning forme læring <br />
• Tests er illustraXve il egen studieindsats <br />
• FormaXv testning muliggør Xlpasning af <br />
undervisning eler testresultater <br />
McDaniel et al. Generalizing test-enhanced learning from the laboratory to the<br />
classroom. Psychonomic bulletin & review (2007) vol. 14 (2) pp. 200-6<br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Anbefalinger for uddannelse <br />
• FormaXv (ugentlig, månedlig) testning <br />
• Testning bør være i kontekst dvs integreret i <br />
curriculum <br />
• Test design bør fordre transfer appropriate <br />
processing og elaborate retrieval (ikke-‐genkendelse) <br />
og hvis muligt have emoXonel værdi <br />
• Ingen stressfuld eksaminaXon bør være længere end <br />
20 minumer! <br />
• Der er synergi ved tests og feedback. <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Anbefalinger for forskning <br />
• Umiddelbar post-‐tesXng påvirker <br />
læringsudbyme, derfor: <br />
UMIDDELBAR POST-‐TESTNING ER IKKE ET <br />
VALIDT UDTRYK FOR LÆRINGSUDBYTTE! <br />
• Sandt læringsudbyme bør Xdligst vurderes <br />
eler 1-‐2 uger <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Tak for opmærksomheden <br />
• <strong>Kromann</strong> C, Jensen ML & Ringsted C. The tesXng effect in skills <br />
learning. Med Educ 2009;43:21–27. <br />
• <strong>Kromann</strong> C, Bohnstedt C, Jensen ML & Ringsted C. The tesXng effect <br />
on skills learning might last 6 months. Adv He Sci Ed <br />
2010;15;3:395-‐401 <br />
• <strong>Kromann</strong> C, Jensen ML & Ringsted C. Stress and learning. Med Educ <br />
2010;44;10:50-‐52 <br />
• <strong>Kromann</strong> C, Jensen ML & Ringsted C. Test-‐enhanced learning may be <br />
a gender-‐related <strong>ph</strong>enomenon explained by changes in corXsol <br />
level. Med Educ 2011;45:192–199 <br />
• <strong>Kromann</strong> C, Koefoed M, Jensen M & Ringsted C. Test af viden og <br />
færdigheder øger indlæring, Ugeskr Læger, 2012; 174(11):716-‐719. <br />
<strong>Charles</strong>.kromann@gmail.com <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Extra slides <br />
-‐ for hobbyhorses and quesXons <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
The Caveman <br />
• The human brain has two opposite modes: <br />
learning-‐mode and retrieving-‐mode <br />
• So when a caveman met a sabretooth Xger, <br />
what was bemer for evoluXon <br />
– to recall everything that went <br />
before? <br />
– to learn from the situaXon, so that <br />
he would always remember how <br />
he survived? <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Five minutes more? <br />
• Why prolonging oral exams for the benefit of <br />
the underperforming student is a bad idea <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Feedback <br />
• Feedback has a low effect size (Bangert-‐Drowns et al 1991) <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Durance of TEL <br />
• Knowledge learning, 6 months retenXon, <br />
ES = 0.9 <br />
– Larsen et al. Repeated tesXng improves long-‐term <br />
retenXon relaXve to repeated study: a randomised <br />
controlled trial. Medical educaXon (2009) vol. 43 <br />
(12) pp. 1174-‐1181 <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
Number of tests <br />
Bangert-‐Drowns, Kulik and Kulik, (1991) <br />
<strong>Charles</strong> <strong>Kromann</strong>, <strong>læge</strong>, <strong>ph</strong>.d. -‐ <br />
charles.kromann@gmail.com
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