ReviewCureus2022
Evidence of the Spacing Effect and Influences on Perceptions of Learning and Science Curricula.
Review in Cureus, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 29 citations in OpenAlex.
- Implications of the training of simulated skills and scenarios on the motivation for learning medical students: experimental study.Revista latino-americana de enfermagem · 2025Trial
- Using spaced repetition to teach histopathology significantly improves diagnostic skills: A randomized within-participant evaluation.Anatomical sciences education · 2026Article
- Engaging Teenage Grassroots Soccer Players in Sports-Related Concussion Education.Health expectations : an international journal of public participation in health care and health policy · 2026Article
- Time management and academic achievement among medical students: a cross-sectional study.BMC medical education · 2026Article
- The Impact of Learning Approach and Study Habits on Student Performance in an Undergraduate Human Anatomy Course.Medical science educator · 2025Article
- A Review of Judgments of Learning and Executive Functions in Spaced Learning: The Enemy of Spacing?Cureus · 2025Review
- Correlation of GPA with Final MBBS Examination Scores Among Students on Three Campuses of the University of the West Indies.Advances in medical education and practice · 2025Article
- Review
- A practice-based approach to teaching antimicrobial therapy using artificial intelligence and gamified learning.JAC-antimicrobial resistance · 2024Article
- Evaluating effectiveness of cadaveric arthroscopic training for orthopaedic residents: A comparison of joints and training levels.Journal of experimental orthopaedics · 2024Article
- Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training.Journal of the American College of Emergency Physicians open · 2024Article
- Undergraduate ultrasound training: prospective comparison of two different peer assisted course models on national standards.BMC medical education · 2023Article
- Long-Term Effectiveness and Sustainability of Integrating Peer-Assisted Ultrasound Courses into Medical School-A Prospective Study.Tomography (Ann Arbor, Mich.) · 2023Article
- Stepwise Development of a Simulation-Based Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The conventional science curricula generally favour educational practices that yield high scores on immediate examination, though it may not accurately predict students' long-term academic achievement. In view of the pre-exam cramming phenomenon, this article shows the evidence of spacing effect in science education and probes into its theoretical mechanisms, effectiveness in experimental settings, and current applications in science learning. In brief, spacing works by repeatedly presenting the learning material across various temporal intervals. This paper suggests that spacing could significantly result in greater memory strength by alleviating multiple neurocognitive and behavioural properties of learning that are hampered by cramming. Together with the analysis of its relevance in science education, the spacing effect may further provide leverages for promoting long-term conceptual understanding and reflective skill development. However, there are many reasons that students and teachers may not be aware of or fully appreciate its benefits. Finally, this article discusses systemic barriers to why spaced repetition is underutilized in science curricula.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.