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<p>Although continuing education programs can seem to be highly effective when learning is measured by immediate assessments, such learning can decay drastically within just a few days (Bell, Harless, Higa, Bjork, Bjork, Bazargan, & Mangioe, 2008). To examine the extent to which such forgetting might enable more durable learning, however, the present investigation examined the extent to which learning is enhanced by (a) the delay between an initial learning episode and a subsequent intervention and (b) the quality of that intervention. After learning from a perceptual-adaptive learning module (PALM) to categorize different skin lesions (Kellman & Krasne, 2018), and following a variable delay of 1-24 days, participants categorized novel exemplars of learned lesions within a practice test and reviewed other novel exemplars of other learned lesions within a restudy session. Then, after a fixed delay of 7 days, participants completed a final test to assess their learning. The results of our investigation may provide theoretical implications regarding the interactive effects of testing and spacing on learning and, moreover, may inform the improvement of continuing education programs.</p>
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