This later processing, known as consolidation, solidifies information into long-term memory. In addition, as students listen to the instructor, they will be taking notes and trying to process all the information. Within a typical classroom setting, these sensory perceptions could be listening to the instructor during a lecture and viewing the PowerPoint slides presented. The first process, encoding, converts sensory perceptions into meaningful representations within the brain. Memory formation can be broken down into three processes: encoding, consolidation, and retrieval. Specifically, if students are aware that lecture recordings will be available, will this knowledge allow them to save their cognitive resources to use towards remembering other material? This was one of the theories explored in the current study. In pharmacy education courses, digitally recorded lectures may serve as a “shopping list,” allowing students to externalize information and preserve cognitive resources for future learning events. Related to cognitive off-loading is saving-enhanced memory, or the consequences of saving certain information on one’s ability to learn and remember other information. This is an example of the benefits of cognitive off-loading, ie, using external storage (in this case a written shopping list) to free up cognitive resources which can then be used for future events such as remembering other information. Her grocery list was already written down, so she did not have to devote any mental effort to remembering it. Who is more likely to remember the five errands they are supposed to run, Wendy or Stefanie? One might guess Wendy because all she had to do was memorize the five errands. On the way to the store, Stefanie receives a second call from her significant other asking her to run five additional errands. Stefanie keeps rehearsing this list in her head so she will not forget it. Across town, Stefanie’s significant other calls her and verbally asks her to pick up 10 items from the grocery store on the way home. On the way to the grocery store, Wendy receives a call from her significant other asking her to run five additional errands. Wendy’s significant other gives her a written grocery list of 10 items to pick up on the way home. These findings suggest knowledge of future access to recorded lectures did not enhance the ability of participants to remember other information and therefore, may not free-up cognitive resources that could be used for other tasks within the classroom. Participants with knowledge of future access to recorded lectures wrote more notes, which correlated with better performance on the examination.Ĭonclusion. There was, however, loss of knowledge over time. Overall performance on the examinations did not differ between participants who knew they would have access to the lecture material for later restudy and those who did not. If participants had preserved cognitive resources (eg, memory, attention) because of knowledge they would have future access to recorded lectures, performance was expected to be higher on the late lecture material. The primary outcome was the participants’ performance on the examination administered immediately following presentation of the late lecture material. Participants were tested immediately following the lectures and again one week later. For the late lecture material, participants were instructed they would not have future access to lecture material. For the early lecture material, participants were instructed as to whether or not they would have future access to the recorded lectures for restudy prior to their test one week later. Pharmacy students viewed 50 minutes of videotaped lecture in a simulated class period. To assess and elucidate the impact of student pharmacists’ knowledge of future access to recorded lectures on their ability to remember information presented during lecture.
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