The Effect of Spaced Repetition Learning Through Anki on Medical Board Exam Performance

Authors

  • Spencer Cooper Third year Medical Student, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA https://orcid.org/0000-0002-8466-9531
  • Nicole Twardowski Third year Medical Student, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA
  • Michael Vogel Third year Medical Student, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA
  • Daniel Perling Third year Medical Student, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA
  • Rebecca Ryznar PhD, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA

Keywords:

Education, Medical, Cohort Studies, Instructional Materials/Methods, Medical school, Basic Science Knowledge, Clinical Knowledge, Standardized Examinations, USMLE Step Exams, COMLEX-USA Level Exams, Medical Licensure, Pass-Fail Model, Residency Match, Specialty Scores, Retrieval Practice, Spaced Repetition, Memory Retention, Educational Encounters, Flash Cards, Anki Application, Board Examination Scores, Grade Point Average, Retrospective Cohort Study, Exam Performance Analysis

Abstract

Background: Spaced repetition learning is a method of learning that relies on a fixed formula for spacing out flashcards to ensure long term retention of a topic. Anki is one such application available online that utilizes spaced repetition learning. This retrospective cohort study analyzed incorporating Anki with medical school curriculum and its effect on board examination scores. The hypothesis is that students who engaged in spaced repetition learning through Anki scored higher on licensing board exams and achieved higher GPAs than students who did not engage with this method.

Methods: The hypothesis was tested through comparison of USMLE Step 1 scores, COMLEX Level 1 scores, and GPA. The samples were selected from the Rocky Vista University Class of 2023 and split between 35 students in the Anki Cohort and 268 students in the non-Anki cohort.

Results: 1 (2.8%) student failed USMLE Step 1 in the Anki cohort compared to 28 (10.94%) students who failed Step 1 in the non-Anki cohort (p > 0.05) The Anki cohort achieved a higher mean USMLE Step 1 (223.71 versus 222.58) and COMLEX Level 1 (569.51 versus 559.99). The non-Anki cohort had a higher GPA (85.60) than the Anki cohort (83.82) (p < 0.01).

Conclusion: This is the first study to evaluate for a correlation between COMLEX level 1 scores with use of spaced repetition learning. Although this study was unable to find any significant correlation between Anki use and licensing exam scores, further investigations with better control and sample size are needed.

Metrics

Metrics Loading ...

Author Biography

Spencer Cooper, Third year Medical Student, Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA

Spencer Cooper is currently a third year medical student of Rocky Vista University College of Osteopathic Medicine, Parker, CO, USA of a four year program. He is a member of the Physician-Scientist extracurricular track focusing on providing basic training in the knowledge and skills necessary for success as an academic physician.

References

Gauer, J. L., & Jackson, J. B. The association of USMLE Step 1 and Step 2 CK scores with residency match specialty and location. Med Educ Online. 2017;22(1), 1358579.

Guiot HM, Franqui-Rivera H. Predicting performance on the United States Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge using results from previous examinations. Adv Med Educ Pract. 2018;14(9):943–9.

Schneid, S. D., Pashler, H., & Armour, C. How much basic science content do second-year medical students remember from their first year?. Med Teach. 2019; 41(2), 231–3.

Roediger HL III, Karpicke JD. The power of testing memory: basic research and implications for educational practice. Perspect Psychol Sci. 2006;1(3):181–210.

Glenberg AM, Lehmann TS. Spacing repetitions over 1 week. Mem Cogn 1980;8:528–38.

Toppino TC, Kasserman JE, Mracek WA. The effect of spacing repetitions on the recognition memory of young children and adults. J Exp Child Psychol 1991;51:123–38.

Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: a randomised controlled trial. Med Educ. 2007;41(1):23-31.

Karpicke JD, Bauernschmidt A. Spaced retrieval: absolute spacing enhances learning regardless of relative spacing. J Exp Psychol Learn Mem Cogn. 2011;37(5):1250-7.

Senzaki S, Hackathorn J, Appleby DC, Gurung RAR. Reinventing flashcards to increase student learning. Psychol Learn Teach. 2017;16(3):353–68.

Sun M, Tsai S, Engle DL, Holmer S. Spaced repetition flashcards for teaching medical students psychiatry. Med Sci Educ. 2021;31:1125–31.

Lu, M., Farhat, J. H., & Beck Dallaghan, G. L. Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki. Medical science educator. 2021;31(6), 1975–81.

Biskobing DM, Lawson SR, Messmer JM, Hoban JD. Study of Selected Outcomes of Medical Students Who Fail USMLE Step 1. Med Educ Online. 2006;11(1):4589.

AACOM Reports on Student Enrollment. Trends in osteopathic medical school applicants, applications, enrollment, and graduates. Available: https://www.aacom.org/reports-programs-initiatives/aacom-reports/student-enrollment. Last updated April 28, 2020.

USMLE Step 1 Scores comparing Anki and non Anki cohort

Downloads

Published

2023-12-21

How to Cite

Cooper, S., Twardowski, N., Vogel, M., Perling, D., & Ryznar, R. (2023). The Effect of Spaced Repetition Learning Through Anki on Medical Board Exam Performance. International Journal of Medical Students, 11(4), 271–275. Retrieved from https://ijms.info/IJMS/article/view/1549

Issue

Vol. 11 No. 4 (2023)

Section

Original Article

Categories

License

Copyright (c) 2023 Spencer Cooper, Nicole Twardowski, Michael Vogel, Daniel Perling, Rebecca Ryznar

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site; with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
    2. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgment of its initial publication in this journal.
    3. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
    4. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
    5. The Author represents and warrants that:
      1. the Work is the Author’s original work;
      2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
      3. the Work is not pending review or under consideration by another publisher;
      4. the Work has not previously been published;
      5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
      6. the Work contains no libel, invasion of privacy, or other unlawful matter.
    6. The Author agrees to indemnify and hold Publisher harmless from the Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Enforcement of copyright

The IJMS takes the protection of copyright very seriously.

If the IJMS discovers that you have used its copyright materials in contravention of the license above, the IJMS may bring legal proceedings against you seeking reparation and an injunction to stop you using those materials. You could also be ordered to pay legal costs.

If you become aware of any use of the IJMS' copyright materials that contravenes or may contravene the license above, please report this by email to contact@ijms.org

 

Infringing material

If you become aware of any material on the website that you believe infringes your or any other person's copyright, please report this by email to contact@ijms.org