Narnaware, YuwarajNeumeier, MelanieGutierrez, J. ClaudioChahal, Paul2020-12-232022-05-312022-05-312020Narnaware, Y., Neumeier, M., J. Claudio Gutierrez., Chahal, P. 2020d. The Impact of Content Reinforcement on Physiological Knowledge Retention in Nursing Students. Human Anatomy and Physiology Society Educator Journal (HAPS Educator) (Commemorative Conference Edition), p. 34. Retrieved from: https://cdn.ymaws.com/www.hapsweb.org/resource/resmgr/educator_archive/2020HAPS-SpecialEdition-Full.pdfhttps://hdl.handle.net/20.500.14078/2111There is growing concern over the loss of anatomical and physiological knowledge in medical, allied-health & nursing students over time. Numerous studies have demonstrated the difficulty of the students in these disciplines to retain and apply anatomical knowledge as they progress through their programs of study (Narnaware and Neumeier, 2019). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, with very few studies focusing on nursing students (Aari et al., 2004). Of those studies, most are carried out after graduation (Aari et al., 2004), or are focused on a single or limited number of organ systems (Pourshanazari et al., 2013). We have previously shown that physiology students retained approximately 86.6% of their first-year physiological knowledge over four months (Narnaware et al., 2020). Objectives: To improve the acquisition and retention of physiological knowledge, the present study aims to develop an interventional strategy that includes the repeated assessment of vascular physiology knowledge over an eight-week period.154.36KBPDFenAll Rights Reservedcontent retentionstudentspostsecondary educationPresentation