Contextual background
STILL
To solve clinical problems, medical students need to recall knowledge in the long term. Still, to perform high in tests, they often focus on learning in the short term, hindering the transfer of information to their long-term memory. This is contrasted with intrinsic motivation, which leads students to deal with content independently over a longer period. In medical education, we perceive persistent intrinsic motivation as challenging. Longitudinal learning appears as a valuable approach for stimulating intrinsic motivation and long-term engagement. The pressing problem of statistical illiteracy led us to practically apply a longitudinal learning concept. Physicians experience difficulties interpreting numerical facts [