The impact of wearing scrubs on contextual learning.
BACKGROUND
Godden and Baddeley ( 1975 ) suggested strong contextual influence on recall, suggesting learning in an educational context might not transfer well to practice.


OBJECTIVE
To explore the impact of an authentic context (wearing hospital scrubs) on learning and recall.


METHODS
82 first year medical students sat a pre-test on renal gross anatomy and imaging, to establish prior knowledge, wearing their own clothes. Students wore either scrubs or their own clothes for the first teaching session on renal gross anatomy. A mid-test on this topic was completed immediately after the teaching session. Students then changed into opposite clothing and attended a self-directed session on renal imaging. An imaging specific mid-test was completed. 5 weeks later students completed two post-tests (gross anatomy and imaging) in their own clothes. Tests were online.


RESULTS
Data were analysed using paired t-tests. Results showed no significant difference between test performance immediately after the teaching session, but a significant improvement (p = 0.04) on recall between groups tested in the same clothing versus testing in different clothing. The effect size of the teaching intervention was 0.27, a 'moderate' effect in teaching terms.


CONCLUSIONS
Students examined in the same context as they were taught recalled significantly more information.
Finn
Gabrielle Maria
GM
University of Durham, School for Health, Holliday Building, Queen's Campus, Thornaby, United Kingdom. g.m.finn@durham.ac.uk
Patten
Debra
D
McLachlan
John Charles
JC
D000715:Anatomy / Q000193:education; D003020:Clothing; D018592:Cross-Over Studies; D004501:Education, Medical; D006801:Humans; D007858:Learning; D013663:Teaching / Q000379:methods*; D006113:United Kingdom