Could interactive content be the key to unlocking better HCP engagement? A look at the theories behind the next wave of medical education
Words by Jade Williams
We’ve all been there. Sitting in front of a screen, reaching into the depths of our minds desperately searching for the answer to something we should already know – after all, we’ve studied this material before. But nothing comes. The information is gone.
Why does that happen? The science of forgetting can shed some light on the situation. Without reinforcement, new information fades quickly. And without interactive, engaging learning formats, the words on a page or a screen can disappear into the ether in no time at all.
When it comes to medical content, recall matters. Making sure that HCPs retain and remember complex medical information is critical for medical affairs and marketing teams, so is there still value in traditional medical content when interactive can offer so much more?
The science of forgetting
A theory called ‘Ebbinghaus’ forgetting curve’ illustrates the stark reality of learning: without timely review, nearly 50% of new knowledge can be lost within an hour – and up to 80% within a month. Traditional passive learning methods lack the engagement necessary to fight this natural decay. If a reader is not actively engaged, critical details can be easily forgotten.
Passive learning not only fails to reinforce information, but it also overloads short-term memory. This is according to John Sweller’s cognitive load theory, which states that when a reader is presented with large volumes of information, it can become challenging to process, apply and transfer the information into long-term memory. For knowledge to be truly embedded, it must be applied, retrieved and reinforced bit by bit to ensure that detailed information can be retained.
The power of interactive learning
Interactive learning transforms the educational experience by engaging learners actively. Through tools such as quizzes, interactive case studies and decision-making exercises, HCPs are encouraged to learn and then retrieve information actively – strengthening memory recall and retention.
The multi-sensory engagement offered by interactive content also helps to retain information in the long term. Thinking back to the days sitting behind a school desk, do you better recall reading through pages of text, or activities that really engaged your mind? Interactivity works – and the results are clear to see. Incorporating simulations, videos and interactive graphics caters to how brains work, making complex medical information more accessible and memorable in turn.
A study published in Science Direct investigating whether there is a multisensory learning advantage found that the brain is more active and engaged when this type of learning is employed. In fact, the most noticeable changes in brain activity were noticed when different brain regions, such as visual areas and the prefrontal cortex, communicated with each other. In other words, learning that engages multiple senses can enhance cognitive processing, improving comprehension, retention and overall learning outcomes.
Do doctors of different ages learn differently?
The next superpower of interactive learning is the fact that medical education is not one-size-fits-all. In particular, learning preferences can vary across generations, shaped by the technology and teaching methods they’ve been exposed to. While traditional formats have served previous generations well, younger doctors are entering the field with different expectations.
Millennial and Gen Z doctors, who were born into the digital age and expect more from the content created for them, are likely to be advocates of this approach. Dr Farhan Hussain, Resident Doctor at various hospitals across New York City and Connecticut, reminds us that “Gen Z is all about efficiency and being online”, so educational methods that cater for these preferences, will be well-received by this generation.
Virtual simulations and other interactive features can recreate practical, real-life scenarios and promote deeper understanding and skill development where it matters, ensuring that the next generation of doctors can understand, retain and recall medical knowledge with ease.
A recent study published in BMC Medical Education even exemplifies the benefits of interactive learning in this way – finding that when compared to lecture-based learning, a group using case-based and problem-based learning had much better clinical thinking skills and knowledge. The science proves its worth.
However, there may be no changing attitudes when it comes to the older generation. Dr Harry Gibbs, Programme Director, Outpatients Programme, and Deputy Director, General Medicine, The Alfred Hospital, Melbourne notes that generation jones, his own generation, generally prefer face-to-face communication with pharma over digital interactions altogether.
This theory is supported by a survey by Avant Healthcare, which found that HCPs born in 1980 or earlier consistently ranked content that focused on KOL interaction higher than their younger colleagues born in 1981 or later – who favoured content that helped them make the most of their time.
Is there still a role for traditional education?
While interactive methods are driving a revolution in medical education, it cannot be denied that traditional formats still hold significant value. With this in mind, the future won’t lie in abandoning these methods, but rather in integrating them with interactive techniques for a more holistic learning experience.
Dr Sallam Alsarayreh, the British University in Dubai, who has written a paper on the impact of technology on knowledge retention, makes recommendations for a “self-drive learning approach”. He suggests that future education in general should incorporate “new teaching methods by concentrating on innovative aspects rather than saving all of the details and focusing on the critical facts to create a new thinker generation”.
By applying this theory and blending traditional methods with interactive approaches, medical education can evolve to foster a more dynamic and adaptable learning environment – empowering learners to not only retain knowledge but also think critically and innovate in their practice.
The future of medical learning
It is clear that interactive learning is the way forward for the industry, but how can these methods be adopted? Marketing and medical affairs teams looking to maximise knowledge retention and drive behavior change for HCPs should move beyond static content, embracing science-backed, interactive learning models that align with how the brain naturally processes and retains information.
The industry as a whole must rethink how educational content is designed and delivered. By blending traditional expertise with innovative, interactive methods, we can create a new generation of thinkers – HCPs who not only retain critical knowledge but can also apply it effectively to improve patient care.
