Vagha Keta, Choudhari Sonali, Taksande Amar, Tembhurne Jayshree, Vagha Jayant, Vagha Sunita
Department of Pediatrics, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, India.
Department of Community Medicine, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, India.
Front Med (Lausanne). 2025 Jul 30;12:1601614. doi: 10.3389/fmed.2025.1601614. eCollection 2025.
Knowledge retention is crucial in medical education, yet traditional study methods often fail to ensure long-term recall. Spaced repetition, a cognitive learning strategy that reinforces information at increasing intervals, has shown promise in enhancing retention and engagement. While widely used in self-directed learning, its role in structured medical education remains underexplored. This study evaluates the effectiveness of spaced repetition in improving knowledge retention and student engagement in undergraduate paediatric education, offering insights into its potential for enhancing learning outcomes.
This study aimed to evaluate the effectiveness of spaced-repetition in improving knowledge retention and student engagement in undergraduate paediatric education.
A quasi-experimental study was conducted over 6 months at the Department of Paediatrics, Jawaharlal Nehru Medical College, Sawangi (Meghe). Ninety final-year medical students were divided into intervention and control groups. The intervention group used digital flashcards following spaced-repetition intervals of 1, 3, 7, 14, and 28 days. The control group followed traditional study methods. Knowledge retention was assessed using pre-tests and post-tests, each containing 20 multiple-choice questions. Data were analysed using paired and independent -tests. Qualitative feedback from the intervention group was thematically analysed to assess engagement and motivation.
Pre-test scores were similar between groups (intervention: 11.42; control: 11.58, = 0.0573). Post-test scores showed significant improvement in the intervention group (16.24) compared to the control group (11.89, < 0.0001). The intervention group showed a significant increase in scores ( < 0.0001), while no significant change was seen in the control group ( = 0.1138). Over 90% of students in the intervention group reported improved retention, engagement, and confidence.
Spaced repetition significantly enhanced knowledge retention and engagement in undergraduate paediatric education. This method offers a promising approach to improve long-term learning outcomes in medical education.
知识留存在医学教育中至关重要，但传统学习方法往往无法确保长期记忆。间隔重复是一种认知学习策略，以逐渐增加的时间间隔强化信息，已显示出在提高留存率和参与度方面的潜力。虽然它在自主学习中被广泛使用，但其在结构化医学教育中的作用仍未得到充分探索。本研究评估间隔重复在提高本科儿科教育中的知识留存率和学生参与度方面的有效性，以深入了解其提升学习效果的潜力。
本研究旨在评估间隔重复在提高本科儿科教育中的知识留存率和学生参与度方面的有效性。
在萨旺吉（梅赫）贾瓦哈拉尔尼赫鲁医学院儿科学系进行了一项为期6个月的准实验研究。90名医学专业最后一年的学生被分为干预组和对照组。干预组按照1天、3天、7天、14天和28天的间隔重复使用数字抽认卡。对照组采用传统学习方法。通过预测试和后测试评估知识留存情况，每次测试包含20道多项选择题。使用配对检验和独立检验分析数据。对干预组的定性反馈进行主题分析，以评估参与度和动机。
两组的预测试分数相似（干预组：11.42；对照组：11.58，P = 0.0573）。后测试分数显示，干预组（16.24）相比对照组（11.89，P < 0.0001）有显著提高。干预组分数显著增加（P < 0.0001），而对照组无显著变化（P = 0.1138）。干预组超过90%的学生报告留存率、参与度和自信心有所提高。
间隔重复显著提高了本科儿科教育中的知识留存率和参与度。这种方法为改善医学教育中的长期学习效果提供了一种有前景的途径。
