How does Knowledge and Competency change in Continuing Medical Education?
- nuaxia
- Feb 5
- 2 min read
The Role of Starting Knowledge in Shaping Competency Growth
Medical education builds on what learners already know, and starting knowledge can shape how much they gain. Nuaxia analysed pre- and post-test scores across Moore’s Levels 3a, 3b, and 4 to see how baseline competence drives learning growth.
The pattern is clear: learners with lower starting knowledge, especially at Level 3a, make the biggest gains, while those starting higher improve less.
Even across different levels, the trend holds. Which means that baseline knowledge is a strong guide to where educational effort will have the most impact.
By visualising this relationship, Nuaxia shows how understanding learners’ starting points lets educators target interventions to maximise growth and meaningful knowledge gains across all Moore’s Levels.
Key Findings at a Glance
Lower baseline → greater growth: Learners in Moore’s Level 3a, with the lowest pre-test scores, showed the largest increases in post-test performance.
Moderate baseline → steady gains: Level 3b learners started higher and still made substantial improvements, though smaller than 3a.
Higher baseline → smaller gains: Level 4 learners, starting with the highest pre-test scores, had the least room to improve.
Baseline predicts nearly 50% of variation: Regression analysis shows R² values around 0.47–0.56 across levels, meaning pre-test scores explain almost half of the differences in learning gains.
Ceiling effect is evident: The higher the initial knowledge, the smaller the potential improvement, highlighting the importance of personalised learning approaches.
Implication for educators: Tailoring interventions to learners’ starting points maximises growth where it is most needed and supports meaningful learning across all Moore’s Levels.
Why These Results Matter
These results show that baseline knowledge is a powerful predictor of learning gains across Moore’s Levels.
By understanding where learners start, educators can design targeted interventions that maximise growth.
In doing so, it ensures resources are focused where they will have the greatest impact and help all learners achieve meaningful knowledge and competency improvements.
Methodology
The analysis was based on:
Pre and Post Assessment total activity score (Moore’s Level 3a, 3b and 4)
X axis = Pre-Test (%), Y axis = Absolute % Increase
Regression Analysis
Learners’ pre- and post-assessment scores (Moore’s Levels 3a, 3b, and 4) were analysed, with the X-axis representing pre-test scores (%) and the Y-axis showing absolute percentage increase. Regression analysis quantified how baseline knowledge predicts learning gains, highlighting the relationship between starting competence and improvement.
Looking Ahead
These insights reinforce the value of data-driven decision-making in medical education. By using baseline knowledge to guide interventions, educators can personalise learning experiences, maximise impact, and ensure that learners at all Moore’s Levels achieve meaningful gains.
Nuaxia’s analytics capabilities make it easier to measure, understand, and optimise educational outcomes for future programmes.
Discover how nuaxia can support your next medical education initiative:
Find out more about our specialist services - Moore's Outcome Assessments, Educational Needs Assessments and Patient Impact Studies for the Medical Education sector
Contact us on: support@nuaxia.com
Comments