Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing

Abstract

AbstractIntroductionTest‐enhanced learning (TEL) is an impactful teaching and learning strategy that prioritises active learner engagement through the process of regular testing and reviewing. While it is clear that meaningful feedback optimises the effects of TEL, the ideal timing of this feedback (i.e. immediate or delayed) in a medical education setting is unclear.MethodForty‐one second‐year medical students were recruited from the University of Melbourne. Participants were given a multiple‐choice question test with a mix of immediate (i.e. post‐item) and delayed (i.e. post‐item‐block) conceptual feedback. Students were then tested on near and far transfer items during an immediate post‐test, and at a one‐week follow‐up.ResultsA logistic mixed effects model was used to predict the probability of successful near and far transfer. As expected, participants in our study tended to score lower on far transfer items than they did on near transfer items. In addition, correct initial response on a parent question predicted subsequent correct responding. Contrary to our hypotheses, the feedback timing effect was non‐significant—there was no discernible difference between feedback delivered immediately versus delayed feedback.DiscussionThe findings of this study suggest that the timing of feedback delivery (post‐item versus post‐item‐block) does not influence the efficacy of TEL in this medical education setting. We therefore suggest that educators may consider practical factors when determining appropriate TEL feedback timing in their setting.