Long-Term Forgetting Rates Vary by Bloom’s Taxonomy Levels but Not Initial Learning in DPT Education

The attenuation of forgetting for high-level Bloom's questions and the stable rates of forgetting across high and low performers have implications for how programs might structure examinations to promote long-term retention. Future work should examine retention over extended intervals and investigate the effect of clinical experiences on the retention of material learned in the classroom.

Authors

Christopher M. Wally
Carey L. Holleran (ORCID: https://orcid.org/0000-0001-7740-6250)
Jeffrey D. Konrad (ORCID: https://orcid.org/0000-0001-8363-644X)
Mark A. McDaniel (ORCID: https://orcid.org/0000-0003-4999-5531)
Steven Ambler (ORCID: https://orcid.org/0000-0001-9556-9379)

Institutions

Washington University in St. Louis (US)
Centre de Recherches sur la Cognition Animale (FR)

Publication Details

Journal: Physical Therapy
Published: 2025-11-07
DOI: https://doi.org/10.1093/ptj/pzaf133
Primary Topic: Educational Assessment and Pedagogy
Type: article
Field-Weighted Citation Impact: 0.00

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article

Long-Term Forgetting Rates Vary by Bloom’s Taxonomy Levels but Not Initial Learning in DPT Education

Christopher M. Wally, Carey L. Holleran, Jeffrey D. Konrad, Mark A. McDaniel et al.

Nov 7, 2025

Physical Therapy

Educational Assessment and Pedagogy

article

Long-Term Forgetting Rates Vary by Bloom’s Taxonomy Levels but Not Initial Learning in DPT Education

Christopher M. Wally, Carey L. Holleran, Jeffrey D. Konrad, Mark A. McDaniel, Steven Ambler

November 7, 2025article en

Abstract

The attenuation of forgetting for high-level Bloom's questions and the stable rates of forgetting across high and low performers have implications for how programs might structure examinations to promote long-term retention. Future work should examine retention over extended intervals and investigate the effect of clinical experiences on the retention of material learned in the classroom.

Physical TherapyVol. 105(12)

Washington University in St. Louis (US), Centre de Recherches sur la Cognition Animale (FR)

Openalex Percentile: Top 65%

Educational Assessment and Pedagogy

DOI Source OpenAlex

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