An Evidence-Based Guide for Medical Students: How to Optimize the Use of Expanded-Retrieval Platforms

Abstract

Recommendations have been made for improving medical education based on the available evidence regarding learning. Traditional learning methods in medical education (e.g. reading from textbooks) do not ensure long-term retention. However, expanded-retrieval studying methods have been shown to improve studying efficiency. Using evidence-based practices to optimize an expanded-retrieval platform has the potential to greatly benefit knowledge acquisition and retention for medical students. This literature review was conducted to identify the best practices of expanded-retrieval platforms. Themes within learning that promote knowledge gain and retention include presentation of related categorical information, schema formation, dual-coding, concrete examples, elaboration, changes in text appearance, and interleaving. Presentation of related categorical material together may mitigate retrieval-induced forgetting (RIF). Spaced retrieval helps to reinforce schema formation by solidifying the framework the individual students form when learning the material. Dual-coding improves learning by creating more neural pathways. Multiple concrete examples can be compared by students to see their respective differences, highlighting the true underlying principle. Variation in text appearance is most useful during the initial, short-term inter-study intervals. Interleaving is a theme where different topics are combined in the same study session and is unpopular with students but shown to be successful. Students' subjective competency ratings of new material are largely inaccurate. More in-depth processing and learning methods that give off a sense of lower competency are actually associated with improved long-term retention. Expanded-retrieval platforms should utilize these evidence-based components of learning to increase knowledge gain and retention within all fields of medical education.

The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

“…Indeed, certain resources may be synergistic when used in conjunction, or may have a proportionally greater impact when approaching certain topics compared to others [ 17 ]. For example, traditional textbook or lecture-based learning paired with expanded-retrieval platforms like Anki may lead to greater studying efficiency and improved overall outcomes [ 26 ]. It is possible that the students who performed better on exams in our study also utilized specific resources differently than those who had lower ES [ 27 ].…”

Assessment and evaluation of a serious game for teaching factual knowledge in dental education

“…For this reason, modern teaching must motivate students and use innovative techniques and technologies to help them achieve better results. Learning in medical education often does not ensure long-term retention [ 5 ]. Active learning methods that support students' pursuit of information are appropriate tools [ 1 ].…”

An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study

“…While this was deemed suitable due to all subjects having completed their anatomy modules by the time of the study, students instead preferred having the option to pick questions from card decks sorted by both topic and difficulty, such that they may opt for an easier question in exchange for a lesser reward should they not feel confident in their mastery of any such topic. This preference is likely attributable to the digital flashcard smartphone apps commonly used by students for rehearsal, such as Anki [ 71 , 72 ], due to their similarities, but note that there is little in the literature that indicates the superiority of one method over the other.…”