Pharmacy students rely heavily on traditional learning methods like passive review of learned material and rote memorization that eventually leads to rapid forgetting and poor long-term retention. This is a serious problem in pharmacy field because students must retain a plethora of information like drug names, adverse effects, drug interactions, indications, and contraindications etc. Passive review of the study material by simply re-reading lecture notes or highlighting textbooks, creates a false sense of familiarity rather than true understanding. In recent times, learning techniques like spaced repetition and active recall have been widely reported in the literature to improve learning outcome among the students from various fields. By applying these evidence-based strategies, pharmacy educators and students can address the shortcomings of conventional learning and develop more efficient and durable learning habits.

Medical education poses unique challenges due to its vast and complex content, requiring effective learning strategies. This study evaluates diverse methodologies, such as problem-based learning, spaced repetition, virtual simulations, and gamification, to optimize knowledge retention and engagement. Analyzing 14 studies from SCIELO, MEDLINE, and LILACS over the last decade, the review highlights the effectiveness of active learning techniques like spaced repetition, active recall, and virtual simulations in improving retention and engagement. Traditional methods, such as rereading and highlighting, showed limited efficacy. Metacognitive strategies, though underused, were identified as highly effective for deep learning. The review stresses the importance of integrating evidence-based, innovative teaching methods, including flashcards (e.g., Anki™), and virtual simulations into medical curricula. However, challenges such as contextual variability and subjective factors like motivation were noted. Future research should focus on hybrid strategies and long-term impacts, while considering personalized learning approaches tailored to individual student needs to better address the evolving demands of medical education. Brazilian Journal of Health Review ISSN: 2595-6825 11 Brazilian Journal of Health Review, Curitiba, v. 8, n. 1, p. 01-14, jan./feb., 2025 memory assessment conducted five weeks later Suturing basic procedural skills training for medical students during COVID-19 pandemic (Roberto González et al, 2022) Randomized study 114 medical students (year unspecified) Evaluation of suturing skills pre- and post-course using "The Objective Structured Assessment of Technical Skills" (OSATS) and assessment of student satisfaction with the course Following the course, students demonstrated significant improvements in several aspects, including instrument handling and specific knowledge related to suturing techniques Source: Elaborated by the authors (2025). Other approaches included the use of games for critical analysis ( Mlika et al , 2022) and Peyton's Four -Step Approach, which involves demonstration, deconstruction into micro-tasks, student performance, and instructor and peer observation. The instructor provides feedback, addressing both errors and successes ( Blanie et al, 2022). According to studies, this method is more effective than traditional teaching methods, although its limitation lies in yielding better results in small student groups (Augustin, 2014). The studies emphasized three key strategies for optimizing medical education: the testing effect, active recall, and spaced repetition ( Augustin, 2014; Bin Abdulrahman et al, 2021; Jape et al, 2022; Rad et al, 2022; Roberto González et al, 2022; Rueb et al, 2023; Tolonen et al, 2023; Durrani et al, 2024). The testing effect includes quiz -based strategies without consultation, summarizing the main points of the topic studied, or answering exam questions to strengthen memory retention. Active recall is similar, requiring students to reproduce previously learned information without using prompts. Finally, spaced repetition involves reviewing information at increasing time intervals (Bin Abdulrahman et al, 2021). The impact of more conventional techniques, such as rereading and highlighting, was questioned, with little evidence supporting their utility as effective study methodologies. Metacognition, defined as the practice of asking questions about what has been learned, emerged as the most effective technique, though it is underutilized (Urrizola Brazilian Journal of Health Review ISSN: 2595-6825 13 Brazilian Journal of Health Review, Curitiba, v. 8, n. 1, p. 01-14, jan./feb., 2025 REFERENCES AUGUSTIN, M. How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals. Yale Journal of Biology and Medicine, v. 87, n. 2, p. 207, 2014. BIN ABDULRAHMAN, K. A.; KHALAF, A. M.; BIN ABBAS, F. B.; ALANAZI, O. T. Study Habits of Highly Effective Medical Students. Advances in Medical Education and Practice, v. 12, p. 627–633, jun. 2021. BIRRENBACH, T. et al. Virtual reality simulation to enhance advanced trauma life support trainings – a randomized controlled trial. BMC Medical Education, v. 24, 17 jun. 2024. BLANIE, A.; SHOALEH, C.; MARQUION, F.; BENHAMOU, D. Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study. BMC Medical Education, v. 22, 11 maio 2022. DURRANI, S. F. et al. Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan. BMC Medical Education, v. 24, 18 jun. 2024. GRIJPMA, J. W. et al. Medical student engagement in small‐group active learning: A stimulated recall study. Medical Education, v. 56, n. 4, p. 432–443, 19 dez. 2021. JAPE, D.; ZHOU, J.; BULLOCK, S. A spaced-repetition approach to enhance medical student learning and engagement in medical pharmacology. BMC Medical Education, v. 22, 2 maio 2022. MLIKA, M.; CHADLI DZIRI; FAOUZI MEZNI. About the efficacy of a serious game in critical appraisal learning: a cluster randomized controlled trial. La Tunisie Médicale [Internet], v. 100, n. 8, p. 578, ago. 2022. Disponível em: <data de acesso 19 jan. 2025>. RAD, R. F. et al. Comparative study of virtual and face-to-face training methods on the quality of healthcare services provided by Kermanshah pre-hospital emergency staff (EMS): randomized educational intervention trial. BMC Medical Education, v. 22, 25 mar. 2022. ROBERTO GONZÁLEZ, L. et al. Entrenamiento procedimental básico (EPROBA) en suturas para estudiantes de medicina durante pandemia por SARS-CoV-2 (COVID-19). Revista médica de Chile, v. 150, n. 10, p. 1325–1333, 1 out. 2022. RUEB, M.

<h4>Background</h4>Anki, an open-source flashcard platform that integrates spaced repetition and retrieval practice, has become a widely used study tool among medical students. Despite its popularity, evidence regarding its academic impact remains limited and heterogeneous.<h4>Methods</h4>We conducted a systematic review of PubMed, CINAHL, ERIC, PsychINFO, Scopus, Embase, and Web of Science to identify studies evaluating Anki use and academic performance in undergraduate medical education. Inclusion criteria required measurement of exam outcomes in medical students using Anki. Eleven eligible studies were qualitatively synthesized.<h4>Results</h4>Three studies demonstrated a consistent positive association between regular Anki use and USMLE Step 1 performance. High-frequency users outperformed minimal users by 4-13 points, with one study identifying a dose-response effect based on total cards reviewed. Evidence for university-administered exams was more mixed: some studies found significant benefits with structured Anki programs, while others reported no measurable difference despite positive student perceptions. These discrepancies may reflect differences in deck quality, usage consistency, and shorter preparation timelines for in-course exams. Only one study assessed Step 2 CK and found no significant benefit. Included studies varied considerably in methodology, definitions of Anki "use," and outcome measures.<h4>Conclusion</h4>Anki use is associated with higher performance on standardized examinations that emphasize foundational knowledge, including the USMLE Step 1. Findings for course-based examinations were mixed and may depend on contextual factors. Overall, the results are consistent with established learning theory, but evidence is largely observational. Future studies using longitudinal designs and objective measures of Anki use are needed to better define its educational impact.<h4>Supplementary information</h4>The online version contains supplementary material available at 10.1007/s40670-026-02643-5.

Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge.

"Enhancing Effective Strategies for Student Success" by Syed Tawassul Hassan, Syeda Kashaf Batool et al. --> Skip to main content Home About My Account Home &gt; JOURNAL &gt; Vol. 11 (2025) &gt; Iss. 3 Enhancing Learning Methods in Medical Education: Effective Strategies for Student Success Authors Syed Tawassul Hassan , Liaquat University of Medical & Health Sciences (LUMHS), Jamshoro, Sindh, Pakistan Syeda Kashaf Batool , Karachi Medical & Dental College, Karachi (KMDC), Sindh, Pakistan Muhammad Liaquat Raza , Department of Infection Prevention Control, Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia Follow Abstract This perspective highlights three often overlooked but highly effective methods for boosting student performance in medical education. Active recall, which involves retrieving information from memory during learning, helps strengthen understanding and retention of complex medical concepts. Spaced repetition, spreading out study sessions over time, enhances long-term memory formation and reduces forgetting. Both techniques have been shown to outperform traditional passive review and cramming. We have also emphasized the importance of lifestyle factors, particularly sleep and diet, in academic success. Studies using wearable devices have linked better sleep quality to higher grades, with poor sleep habits significantly hurting performance. To implement these approaches, medical schools should offer training sessions on evidence-based learning strategies for students and faculty. Creating an environment that supports active learning and healthy habits can increase student engagement, even in the demanding field of medicine. By adopting these methods, medical students can develop a deeper grasp of their studies and become more capable practitioners. The perspective argues for a deeper understanding of scientific material to improving medical education, combining effective study techniques with lifestyle management to produce well-prepared future doctors. Recommended Citation Hassan, Syed Tawassul; Batool, Syeda Kashaf; and Raza, Muhammad Liaquat (2025) "Enhancing Learning Methods in Medical Education: Effective Strategies for Student Success," Health Professions Education : Vol. 11: Iss. 3, Article 7.

A metaanalysis study was undertaken to find out the efficient of active recall and spaced repetition on the learning outcome of the students. The study results shows that this strategy is very much effective for active recalling in the exam and repeating the content again and again helps to fix the knowledge in the mounds of the students.

This applied psycholinguistics study explores whether multimodal flashcards (containing text, audio, and a picture) are more effective than monomodal flashcards (containing text only) as a tool for learning the meanings of novel second-language (L2) concrete nouns. A flashcard application that utilizes active recall testing and spaced repetition – Anki – was used as a research instrument. A within-subject design was used: Each participant (n = 25) studied a total of 30 L2-L1 (Esperanto–Indonesian) word pairs over the course of 7 study sessions using an assortment of 15 multimodal and 15 monomodal flashcards, with each word pair being presented multimodally to approximately half of participants and monomodally to the other half. When (re)viewing the answer side of a card, participants were instructed to tap ‘Good’ if they recalled the answer correctly or ‘Again’ if not. Recall accuracy data for the two card types was collected and then analysed using a paired t-test, the results of which indicated that the number of user-initiated reviews (‘Again’ count, which is indicative of the number of memory lapses) was significantly higher for monomodal flashcards (M = 83.2 ,SD = 61.3) than for multimodal flashcards (M = 58.8 ,SD = 32.1), t(24) = 3.4, p = .001. These results support the hypothesis that multimodal flashcards are more effective than monomodal flashcards as a tool for learning the meanings of L2 concrete nouns. By implication, language learners can enhance their recall acc

Abstract Purpose To evaluate the prevalence and perceived effectiveness of Anki among medical students in Jordan, focusing on its usage for key subjects such as pathology, pharmacology, microbiology, and anatomy. Methods This cross-sectional, questionnaire-based study was conducted among medical students from multiple universities in Jordan. Participants were recruited using a convenience sampling approach through academic and social media platforms over 6 months from October 2024 to May 2025. The inclusion criteria were: current enrollment in a Jordanian medical school, age ≥ 18 years, and consent to participate. The survey included six domains: demographic information; patterns and frequency of Anki usage; subject-specific use of Anki in pathology, pharmacology, microbiology, and anatomy; reasons for using Anki; comparison with traditional study tools; and perceived challenges. Data were analyzed with SPSS version 23 using descriptive statistics, Chi-square tests, and logistic regression. Results A total of 318 medical students were enrolled in the study. Participants were approximately evenly distributed by gender (M:167/318, 52.5%, F:151/318, 47.5%) and across all academic years; the fifth year was the highest proportion (101/318, 31.8%). Only 80/318 (25.2%) of students reported using Anki, specifically for pharmacology (75.9%) and pathology (73.4%), while the majority (238/318, 74.8%) used traditional methods. Anki users more frequently reported academic scores above 90%