Using written material to support recall of orthodontic information: a comparison of three methods

Abstract

The objective was to determine the effect of three different methods of presenting information on the recall of information in orthodontic patients in the short and long term. Thirty orthodontic patients at the commencement of their treatment were allocated randomly to groups receiving supporting written information in one of the three formats: mind map, acronym, and information leaflet. Short-term retention was assessed by administration of a nine-item questionnaire 10 to 15 minutes after receiving the information, and long-term retention was assessed after six weeks by repeating the same questionnaire without repetition of the information. Correct answers to the questions were compared across the three groups at short-term recall and long-term recall. A total knowledge score was determined by summing the number of correct answers across all nine items, and an analysis of covariance (ANCOVA) was conducted to determine the effect of the method of information on long-term retention of the information. There were significant differences in recall between the three methods of presentation at both time 1 and time 2 (Fshort-term = 5.97, P < .01; Flong-term = 3.19, P < .05). Participants who were given a written information leaflet recalled less information on both occasions of testing. ANCOVA revealed that the three methods did not differ in the rate of forgetting of the material (F = 1.96, nonsignificant). Mind maps and acronyms convey a small but significant advantage in patient recall of information over written information leaflets.