Expert Modeling, Expert/Self-Modeling Versus Lecture: A Comparison of Learning, Retention, and Transfer of Rescue Skills in Health Professions Students
Background: It is unclear whether traditional lecture followed by simulation leads to the best learning and knowledge and skill retention over time. Method: A 3×4 mixed design study used three modes of education—traditional lecture with self-guided learning, expert modeling/dual viewing with brief questioning, and expert plus self-modeling—at four time points to compare knowledge, time to treat, and correct steps over time. Results: No significant differences were found in knowledge or time to treat between training methods. An expert modeling/ dual viewing group with brief questioning performed more steps correctly (p = 0.05) than did the other two groups. Conclusion: Expert modeling may help students remember and perform a complex series of tasks in a scenario. Further research is needed to explore expert modeling for novice learners.
Kardong-Edgren, Suzan; Butt, Ann; Macy, Rosemary; Harding, Sarah; Roberts, Caleb J.; Waddell, Alexandra; and Erickson, Amanda. (2015). "Expert Modeling, Expert/Self-Modeling Versus Lecture: A Comparison of Learning, Retention, and Transfer of Rescue Skills in Health Professions Students". Journal of Nursing Education, 54(4), 185-190. http://dx.doi.org/10.3928/01484834-20150318-01