TY - JOUR
AU - 
AB - American Journal of Pharmaceutical Education 2019; 83 (9) Article 7324. REVIEW a b b,c Brenda W. Yang, BS, Juan Razo, BS, Adam M. Persky, PhD Duke University, Psychology and Neuroscience, Center for Cognitive Neuroscience, Durham, North Carolina University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia Submitted August 9, 2018; accepted April 10, 2019; published November 2019. Objective. The purpose of this review is to discuss some principles from cognitive psychology re- garding the benefits of testing and translate those findings into practical applications for instruction and studying. Findings. Testing or retrieval practice is superior to re-study for promoting long-term retention. The benefits of testing can be see with open-ended responses (eg, cued or free recall) and multiple choice questions. The use of multiple-choice questions during testing may have an additional benefit as it may stabilize information that is stored in memory but temporarily inaccessible due to disuse (eg, marginal knowledge). Summary. Testing can have multiple learning benefits. We emphasize that incorporating opportunities for retrieval after teaching is an essential component of lasting learning. In addition, retrieval practice can be incorporated in all aspects 
TI - Using Testing as a Learning Tool
JF - American Journal of Pharmaceutical Education
DO - 10.5688/ajpe7324
DA - 2019-04-23
UR - https://www.deepdyve.com/lp/unpaywall/using-testing-as-a-learning-tool-xWMMa4K4wG
DP - DeepDyve
ER -