The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review

Introduction Radiology is a highly complex field which requires mastery over an ever-expanding body of knowledge. Spaced learning, interleaving, and retrieval practice are evidence-based learning strategies which enhance long-term retention of information. This systematic review aims to assess the effectiveness of these interventions in the setting of radiology education. Methods We searched MEDLINE, Embase, PsycInfo, ERIC, and forward and backward citations for studies published between database inception and Feb 19, 2023. Eligibility criteria for included studies were randomized and quasi-randomized controlled trials which investigated the impact of spaced, interleaved, or retrieval practice on knowledge retention of medical trainees after education related to medical imaging as assessed by post-interventional examination scores. Results Of 1316 records reviewed, 8 studies met eligibility criteria. Two studies investigated spaced learning, two studies interleaving, and six studies retrieval practice, including two trials which evaluated interventions incorporating both spaced learning and retrieval practice. 5 of 8 studies reported statistically significant differences between interventional and control groups on either immediate or delayed post-interventional examinations. Conclusion Despite extensive evidence in support of spaced, interleaved, and retrieval practice within the broader literature, few studies examine the effectiveness of these strategies in radiology education. Additional trials are required to evaluate the usefulness of incorporating these techniques into educational programs related to medical imaging.