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This article reviews the literature on the role of practice in learning for geriatric individuals. It concentrates on understanding how practice, an often-used method of instruction, affects learning in the older patient from a cognitive standpoint. The article also reviews the need to consider memory, cognition, and learning principles for adults. In addition, a discussion of the internal and external factors that affect practice and provide the most benefit to older patients is included, as well as strategies that support and interfere with learning.