Supercharging Memory Retention in Neurology Learning: A Faculty-Student Collaboration to Apply Cognitive Science Principles to Software-based Self-directed Learning
Valerie DeLeon1, Nabeel Ahmad1, Luan Tran1, Thomas Thesen2
1Tilman J. Fertitta College of Medicine at University of Houston, 2Department of Medical Education, Geisel School of Medicine at Dartmouth
Objective:
We present the design, implementation, and evaluation of evidence-based learning principles, including ‘retrieval-based practice’, ‘interleaving’ and ‘spaced repetition’ through self-directed, software-based learning in a pre-clerkship neurology course.
Background:
Incorporating evidence-based teaching principles oriented towards optimized memory retention and administration through algorithmic software offers a more efficient learning experience for medical students. Designing and implementing learning activities through faculty-student collaborations are likely to result in higher student acceptance and engagement.
Design/Methods:
Anki is a is a popular software study tool with medical students. It uses spaced-repetition algorithms and allows users to actively recall concepts with flashcards that contain questions, tables, and diagrams. In a faculty-student collaboration, Anki study decks with flashcards and NBME-style clinical vignettes were created that were in close alignment with course learning objectives. Decks were vetted by course faculty for relevance and accuracy, and were distributed on a weekly basis to first year medical students during a 6-week organ system course. Use of the decks was voluntary. Student usage and attitudes were assessed through an anonymous online survey.
Results:
A total of 93 % of students in the course reported using the provided decks for their studying during the course. Of those, 92 % either “agreed” or “strongly agreed” with the statement that using the question decks was useful for final exam preparation. Of those who used the questions during this course, 79 % either “agreed” or “strongly agreed” with the statement that they would use similar question decks in future organ-system courses.
Conclusions:
Student engagement with the course-specific decks was very high, reflecting the value that students placed on the expected learning benefits and the student-centeredness of creating learning activities through faculty-student collaboration. Tips & tricks for creating a similar resource for a course at your institution will be provided.