Skill Decay

With a focus on its intersection with the expertise literature, a number of conclusions arise from the present review of the skill/knowledge decay and retention literature. First, decay is more a matter of interference rather than simply the forgetting of information and processes through the passage of time. Second, decay is highly dependent on task and situational factors. Third, decay on complex tasks appears to be smaller than that observed for simple tasks. Fourth, retention is generally stronger with more practice, elaborative rehearsal, and greater mastery—expertise—of the task. Fifth, although related, retention, reacquisition, and transfer are meaningfully distinct. Sixth, there is very limited empirical research that integrates the study of expertise in the context of skill acquisition with the study of decay, adaptable performance, and enhancing retention (or mitigating loss) in complex real-world performance domains. Intersecting these rich yet separate literatures would be of great theoretical and practical value and warrants future research attention.

Knowledge decay and content retention of students in first-semester general chemistry

Topics typical of general chemistry I content that need to be mastered have not changed in over 15 years, but the tools available to assist students in learning general chemistry have. Striving to enhance motivation and give students the practice needed for learning first-semester general chemistry were the reasons behind this case study on the advantages and drawbacks to using electronic homework (e-homework). The effectiveness of online homework is important and needs to be evaluated. The questions that therefore arise are: Are commercially available Information and Communication Technology (ICT) tools going to motivate and encourage students to complete the assignments required, and if so, will their use improve the students’ success rate in general chemistry? This case study (n = 1,947) covered a 14-semester span and the use of seven different commercial systems. Of the 1,090 students who voted, 70.7% felt as though the e-homework had been valuable enough to them that it should be continued. Contributions from this study highlight how well do students perform in the class and how well they perform when they advanced to the next general chemistry class. The impacts of e-homework on prevention of knowledge decay and content retention are provided. One of the advantages to using e-homework is that students who master their e-assignments (≥ 90% correct) do better than those who do not. Noted that within these classes is that students who mastered the assignments exhibit less knowledge decay than their peers leading to the conclusion that e-homework is a valuable asset to learning chemistry. The results also indicate that students’ content retention of those who experience e-homework is improved over students who did not use the e-homework available by an average of 15% as scored on an ACS standardized exam given to students the following semester.

CPR Skill Retention of First Aid Attendants within the Workplace

IntroductionImmediate resuscitation is necessary in order to achieve conscious survival for persons who have lost airways or pulses. However, current literature suggests that even in medically-trained personnel, CPR skills are forgotten shortly after certification.Hypothesis/ProblemThe purpose of this study was to determine the CPR skill and knowledge decay in those who are paid to respond to emergency situations within the workplace.MethodsUsing an unconscious victim scenario, the sequence and accuracy of CPR events were observed and recorded in 244 participants paid to act as first responders in large industrial or service industry settings.ResultsA significant negative correlation was observed between days since training and a pre-CPR safety check variable, periodic checks for breathing and positioning. Many of the knowledge-related assessment skills (e.g., scene safety, emergency medical system (EMS) activation) appeared to deteriorate with time, although they could be contaminated by the repetition of training in those who had recertified one or more times. Skill-based components such as landmarking for chest compressions and controlling the airway declined in a more predictable fashion.ConclusionThe results of this study suggest that repetition may be more important than days since last trained for skill and knowledge retention, and methods of “refreshing” skills should be examined. While skills deteriorate rapidly, changing frequency of certification is not necessarily the best way to increase retention of skill and knowledge.Anderson GS, Gaetz M, Statz C. CPR skill retention of first aid attendants within the workplace. Prehosp Disaster Med. 2012;27(4):1-7.