ArticleFrontiers in medicine2025
Implementation of a spaced-repetition approach to enhance undergraduate learning and engagement in paediatrics.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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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.
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Who cites it
2 citing papers in PubMed.
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Background: 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. Objectives: This study aimed to evaluate the effectiveness of spaced-repetition in improving knowledge retention and student engagement in undergraduate paediatric education. Method: 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 Results: Pre-test scores were similar between groups (intervention: 11.42; control: 11.58, Conclusion: 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.
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