Chapter overview

Chapter 5 introduces the “interval learning” concept, which can be employed to gain the most long-term benefit from the adult learning and psychology principles covered in previous chapters.

The first section discusses the shortcomings of “bolus education” approaches that are prevalent in classic medical education today. The loss of learned knowledge over time was quantified over 125 years ago in Hermann Ebbinghaus's “forgetting curve” and confirmed in more recent studies of medical education. Unfortunately, even the most effective learning methods don't break free of this forgetting curve.

The second section reveals how interval learning takes advantage of our understanding of the neurobiology of memory formation. The formation of stable memories requires three stages, which are called encoding, consolidation, and recall. Encoding of information happens during initial learning. Consolidation of memory requires the conversion of transient neuronal signals to lasting neurobiological changes such as neuronal growth, which occurs over days. These changes best occur under conditions that are free of interference from newly encoded information (e.g. during sleep). Periodic testing can stimulate the final recall stage of memory consolidation, thereby demonstrating that tests can be learning tools as much as assessment tools.

The third section covers how the Internet offers unique opportunities for implementing interval education, particularly in allowing busy learners flexibility in scheduling and locating their access to education. Healthcare providers can “learn by doing” by accessing their education at the point of care and putting their knowledge immediately into practice.