en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><b>Background & Objective: </b>Facilitators commonly ponder how to effectively conclude a learning session, and there are no clear answers. This novel study analyzes the impact of silent recapitulation of presented slides at session end on immediate and short-term knowledge retention among Junior Residents (JR) tested at different time intervals.<span style="font-family:"Times New Roman",serif"></span><br> <b>Materials & Methods:</b> This single-center, prospective, non-randomized interventional study was conducted at Midnapore Medical College in India. Fifteen postgraduate JR of Anaesthesiology attended 14 knowledge-based teaching sessions, while 22 JR participated in the subsequent 14 sessions. Teaching sessions were allocated in a sequential, non-randomized manner, with 50% of sessions ending with a silent recapitulation of PowerPoint slides following Take-Home Messages (THM) (Study group, n = 14 sessions), while the other 50% of sessions ended with a discussion of THM only (Control group, n = 14 sessions). All participating JRs were assessed with five different Multiple Choice Questions (MCQs) each on the first and seventh day after sessions and again at Internal Assessment (IA) after 2 months. Data analysis was performed using paired t-tests for within-group comparisons, unpaired two-tailed t-tests, and ANOVA tests for between-group comparisons.<span style="font-family:"Times New Roman",serif"></span><br> <b>Results:</b> The MCQ scores on day 1 were significantly higher in the study group compared to the control group (82.0 vs. 65.2, p < 0.00). However, mean MCQ scores on day 7 in both groups were significantly different from day 1 MCQ scores but similar to each other (71.2 and 73.5, p = 0.29). The scores at IA improved from day 7 MCQ scores in both the study group (71.2 vs. 82.0, p < 0.05) and the control group (73.5 vs. 83.2, p < 0.05).<span style="font-family:"Times New Roman",serif"></span><br> <b>Conclusion:</b> For JRs, there is significant short-term retention of knowledge after a silent recapitulation of slides at the end of a session compared to the control group.</span></span></span><br> <span style="font-size:11pt"><span style="line-height:50%"><span style="tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span style="font-family:Calibri,sans-serif"><span style="font-size:5.0pt"><span style="line-height:50%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><br> <br> &nbsp; Junior resident, slide presentation, multiple-choice questions, knowledge retention, teaching strategies 123 131 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-2284-1&slc_lang=en&sid=1 Suman Chattopadhyay sumanc24@gmail.com 5300319475328460033483 5300319475328460033483 Yes Department of Anaesthesiology, Midnapore Medical College, Midnapore, West Bengal, India.