title: Expert modeling, expert/self-modeling versus lecture: a comparison of learning, retention, and transfer of rescue skills in health professions students.
abstract: BACKGROUND
  It is unclear whether traditional lecture followed by simulation leads to the best learning and knowledge and skill retention over time.
  
  
  METHODS
  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.
  
  
  CONCLUSIONS
  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.
authors.forename: Suzan
authors.initials: S
authors.lastname: Kardong-Edgren
authors.forename: Ann
authors.initials: A
authors.lastname: Butt
authors.forename: Rosemary
authors.initials: R
authors.lastname: Macy
authors.forename: Sarah
authors.initials: S
authors.lastname: Harding
authors.forename: Caleb J
authors.initials: CJ
authors.lastname: Roberts
authors.forename: Sterling
authors.initials: S
authors.lastname: McPherson
authors.forename: Alexandra
authors.initials: A
authors.lastname: Waddell
authors.forename: Amanda
authors.initials: A
authors.lastname: Erickson
mesh_terms: D002983:Clinical Competence; D004506:Education, Nursing / Q000379:methods*; D005260:Female; D006281:Health Occupations / Q000193:education*; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D018635:Rescue Work; D012153:Retention, Psychology