Barrison Philip D, Balczewski Emily A, Capellari Emily, Landis-Lewis Zach, Vinson Alexandra H
Acad Med. 2025 Apr 1;100(4):497-506. doi: 10.1097/ACM.0000000000005968. Epub 2025 Jan 6.
Electronic flashcards (EFs) are a widely used learning resource in medical education. This scoping review provides a comprehensive overview of the existing empirical research on EFs and a direction for future research on EF interventions. The authors organized the reviewed articles into 4 nonmutually exclusive categories: development, delivery, utilization, and associated outcomes.
In this scoping review, search queries were composed for 6 databases (PubMed, Embase, Education Resource Information Center, Web of Science, PsychInfo, and the Cumulative Index to Nursing and Allied Health Literature). The database search was conducted on April 12, 2024, for articles published before this date using the following keywords (as well as other keywords): anki, quizlet, firecracker, osmosis, flashcard , spaced repetition , spaced interval training , spaced interval learning , spaced test , and parallel curriculum. Two reviewers screened the studies for eligibility and performed data extraction between August 12, 2024, and September 26, 2024.
Sixty-four studies were included in the review. Most articles were published in the last 6 years (2019-2024) (49 [77%]), in the United States (45 [7%]), and in the context of undergraduate medical education (42 [66%]). The studies predominantly focused on the utilization (51 [78%]) and associated outcomes (38 [59%]) of EFs. In contrast, EF development (12 [19%]) and delivery methods (16 [25%]) were less frequently examined.
This review of the rapidly increasing body of research on EFs suggests broad use and satisfaction among health professions learners; however, much work remains to be done to systematically understand EF development and delivery. Future research directions may consider more systematic investigations of how decisions made during the development and delivery of EFs affect downstream use and learning outcomes. Addressing these gaps will deepen the understanding of how EFs affect medical education pedagogy and facilitate their informed integration and refinement within curricula.
电子抽认卡（EFs）是医学教育中广泛使用的学习资源。本范围综述全面概述了关于电子抽认卡的现有实证研究，并为电子抽认卡干预措施的未来研究指明了方向。作者将所审查的文章分为4个并非相互排斥的类别：开发、交付、使用和相关结果。
在本范围综述中，针对6个数据库（PubMed、Embase、教育资源信息中心、科学网、PsychInfo以及护理与联合健康文献累积索引）编写了检索查询。2024年4月12日对这些数据库进行了检索，以查找在此日期之前发表的文章，使用了以下关键词（以及其他关键词）：Anki、Quizlet、Firecracker、Osmosis、抽认卡、间隔重复、间隔训练、间隔学习、间隔测试和平行课程。两名评审员在2024年8月12日至2024年9月26日期间筛选研究的合格性并进行数据提取。
64项研究纳入了本综述。大多数文章发表于过去6年（2019 - 2024年）（49篇[77%]），来自美国（45篇[7%]），且是在本科医学教育背景下（42篇[66%]）。这些研究主要聚焦于电子抽认卡的使用（51篇[78%]）和相关结果（38篇[59%]）。相比之下，电子抽认卡的开发（12篇[19%]）和交付方法（16篇[25%]）较少被研究。
本综述对电子抽认卡领域迅速增长的研究表明，健康专业学习者广泛使用且满意度较高；然而，要系统地理解电子抽认卡的开发和交付，仍有许多工作要做。未来的研究方向可考虑更系统地调查在电子抽认卡的开发和交付过程中所做的决策如何影响下游的使用和学习成果。填补这些空白将加深对电子抽认卡如何影响医学教育教学法的理解，并促进其在课程中得到明智的整合和完善。
