Burel Julien, Trost Olivier, Demeyere Matthieu, Rives Nathalie, Estour François, Ladner Joel, Crampon Frédéric, Deneuve Sophie, Maquet Charles
Department of Radiology, Rouen University Hospital, Normandy, Rouen, France.
Department of Oral and Maxillofacial Surgery, Rouen University Hospital, Normandy, Rouen, France.
BMC Med Educ. 2025 Jul 11;25(1):1036. doi: 10.1186/s12909-025-07605-w.
First-year medical candidates encounter steep learning demands when transitioning from high school to university. Spaced repetition– a method of distributing review sessions over time– improves long-term memory retention. This study assessed its effectiveness alongside lifestyle and academic factors in students preparing for the medical school entrance examination.
In 2023, all 618 candidates at the University of Rouen were invited to complete a post-exam, self-administered questionnaire; 523 responded (84.6%). We collected data on revision methods (e.g., spaced repetition, reviewing archives of previous exams), participation in private preparatory classes and summer courses, lifestyle behaviors (e.g., sleep duration, physical activity or smoking), and secondary-school grades. Predictors of success were identified through univariate analyses. A multivariate logistic regression was then conducted to determine independent predictors of success.
Of 523 respondents, 134 (25.6%) passed the entrance exam. In univariate analysis, successful candidates significantly more often used spaced repetition (44.8% vs. 20.3%; < 0.001), reviewed archives of previous exams, attended private preparatory classes or summer courses, and had higher secondary-school grades. In multivariate logistic regression, independent predictors of success included spaced repetition (aOR 2.09; 95% CI, 1.16–3.48), secondary-school grades (aOR 3.19; 95% CI, 2.33–4.37), private preparatory class attendance (aOR 2.02; 95% CI, 1.11–3.66), sleep duration (aOR 1.49; 95% CI, 1.12–1.99), and regular sport practice (aOR 1.81; 95% CI, 1.13–2.93).
Admission success in the medical school entrance examination appeared to be influenced by multiple factors: while spaced repetition significantly enhanced performance, academic background, private preparatory classes, and healthy lifestyle habits also contributed. These findings support integrating validated study techniques and wellness strategies into university support programs for entrance examinations.
一年级医学生从高中过渡到大学时面临着巨大的学习要求。间隔重复——一种随着时间分配复习课程的方法——能提高长期记忆保持率。本研究评估了其在准备医学院入学考试的学生中的有效性，以及与生活方式和学业因素的关系。
2023年，鲁昂大学的所有618名考生都被邀请完成一份考后自行填写的问卷；523人做出了回应（84.6%）。我们收集了关于复习方法（如间隔重复、复习以前考试的档案）、参加私人辅导班和暑期课程、生活方式行为（如睡眠时间、体育活动或吸烟）以及中学成绩的数据。通过单因素分析确定成功的预测因素。然后进行多因素逻辑回归以确定成功的独立预测因素。
在523名受访者中，134人（25.6%）通过了入学考试。在单因素分析中，成功的考生更经常使用间隔重复（44.8%对20.3%；<0.001）、复习以前考试的档案、参加私人辅导班或暑期课程，并且中学成绩更高。在多因素逻辑回归中，成功的独立预测因素包括间隔重复（调整后比值比2.09；95%置信区间，1.16 - 3.48）、中学成绩（调整后比值比3.19；95%置信区间，2.33 - 4.37）、参加私人辅导班（调整后比值比2.02；95%置信区间，1.11 - 3.66）、睡眠时间（调整后比值比1.49；95%置信区间，1.12 - 1.99）和定期进行体育锻炼（调整后比值比1.81；95%置信区间，1.13 - 2.93）。
医学院入学考试的录取成功似乎受到多种因素的影响：虽然间隔重复显著提高了成绩，但学术背景、私人辅导班和健康的生活方式习惯也有贡献。这些发现支持将经过验证的学习技巧和健康策略纳入大学入学考试支持项目中。
