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Differences in procedural knowledge after a “spaced” and a “massed” version of an intensive course in emergency medicine, investigating a very short spacing interval

Breckwoldt, Jan ; Ludwig, Jan R. ; Plener, Joachim ; Schröder, Torsten ; Gruber, Hans ; Peters, Harm



Abstract

Background: Distributing a fixed amount of teaching hours over a longer time period (spaced approach) may result in better learning than delivering the same amount of teaching within a shorter time (massed approach). While a spaced approach may provide more opportunities to elaborate the learning content, a massed approach allows for more economical utilisation of teaching facilities and to ...

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