Two experiments are reported in which subjects viewed films of automobile accidents and then answered questions about events occurring in the films. The question, “About how fast were the cars going when they smashed into each other?” elicited higher estimates of speed than questions which used the verbs collided, bumped, contucted, or hit in place of smashed. On a retest one week later, those subjects who received the verb smashed were more likely to say “yes” to the question, “Did you see any broken glass?”, even though broken glass was not present in the film. These results are consistent with the view that the questions asked subsequent to an event can cause a reconstruction in one’s memory of that event.
The Stories Your Data (can) Tell: A Comprehensive Analysis of the Participation Phases of Learning and What They Teach Us
From recognizing the signs of mere certificate seekers to enhancing the match between educational content and clinician expectations, this white paper sheds light on the path to tailor CME programs that not only resonate with medical professionals but also foster impactful learning outcomes.
