Three-way summaries as a teaching–learning tool: Student perspective and impact on retention of learning

BACKGROUND: “Three-way summaries” (TWS) are a teaching–learning tool in which students respond to a question or topic inquiry by three different summaries (10–15 words, 30–50 words, and 75–100 words). The aim of this study was to introduce TWS, to establish its impact on learning retention, and to identify students' perception for TWS. MATERIALS AND METHODS: It was an educational interventional study. It was carried out in two randomly allocated groups, Group A having TWS as intervention and Group B without TWS, followed by crossover of the groups. Participants were assessed using two multiple choice question (MCQ) tests, ten marks each (one immediately and second after 1 week) during both phases. Students' perception regarding TWS was assessed by questionnaire using Likert scale. Statistical analysis was done by two-tailed independent t-test. RESULTS: Both groups' performance deteriorate after 1 week, but it was affected more in Group B without TWS (4.85 ± 1.89–4.70 ± 2.05, P = 0.05) as compared to Group A with TWS (5.30 ± 1.81–4.63 ± 1.90, P = 0.69). While in second phase, performance of the Group B with TWS improved more significantly (5.92 ± 2.24–6.83 ± 2.21, P = 0.04) in comparison with Group A without TWS (4.96 ± 1.89–5.66 ± 2.35, P = 0.09). Most of the students liked TWS as an educational tool using Likert scale (72%–86% agreeing and strongly agreeing). CONCLUSIONS: TWS is highly acceptable teaching–learning tool which improves learning retention.