[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-159441-en":3,"doc-seo-159441-105":30,"detail-sidebar-cat-0-en-105":95},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},159441,2336475104362,"Mali","https://ap-avatar.wpscdn.com/avatar/22000c4c46a41b752dd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786595829695023868",7,"Healthcare","Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan","Spaced repetition strategies in undergraduate clinical rotations such as paediatrics remain underexplored, particularly in South Asia. This quasiexperimental study evaluated whether spaced repetition improves clinical problem solving compared with traditional book-and-lecture learning for Year 5 medical students during a paediatric rotation in Pakistan. Students completed pre- and post-tests using 50 MCQs before and after a four-week interval, with data analysis performed using SPSS 19.","Durrani et al. BMC Medical Education (2024) 24:676 BMC Medical Education  \n[https://doi.org/10.1186/s12909-024-05479-y](https://doi.org/10.1186/s12909-024-05479-y)  \nRESEARCH Open Access  \nEffectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatricsin Pakistan  \nShazia F. Durrani 1*, Naveed Yousuf2, Rahila Ali2, Fatima Fakhir Musharraf3, Ammara Hameed 1 and Hussain Ahmed Raza2  \nAbstract  \nBackground Studies using spaced repetition for teaching and learning in undergraduate clinical rotations such as paediatrics are limited, even more so in the South Asian region. Therefore, this study aimed to identify the effectiveness of utilizing spaced repetition compared to traditional learning methods among undergraduate medical students during their paediatric rotation at a medical university in Pakistan.  \nMethods Bahria University Medical and Dental College (BUMDC) conducted quasii-experimental research in Karachi. Four topics were identified from the Year 5 Pediatrics curriculum to be used in the study, using which the study content was developed along with 50 multiple choice questions (MCQs) for assessment. All BUMDC Year 5 medical students rotating in Pediatrics were included and randomly allocated to the control or intervention group. In the control group, they provided the students with traditional study methods consisting of books and lectures to learn topics. In the intervention group, we created an Anki flashcard deck of the same topics to enable learning via spaced repetition. The researchers conducted a pretest and post test assessment of the 50 MCQs in both groups at the beginning and after the four-week study interval. The data were analysed using SPSS 19.  \nResults A total of 115 BUMDC medical students agreed to participate in the study; 70 (59 . 1%) were in the intervention group, and 45 (41 . 7%) were in the control group. The pretest mean score of the control group was  \n27.96 ± 3. 70, and the posttest mean score was 27.22 ± 5. 02, with no statistically significant difference at the 95% confidence level. The mean score of the pretest for the intervention group was 27.93 ± 4. 53, and that of the posttest was 30.8 ± 4. 56, with a statistically significant difference at the 95% confidence level. The intervention showed a significant effect size of 0.8.  \nConclusion The use of spaced repetitions resulted in significantly greater scores for medical students studying paediatrics than for those using more traditional methods of learning, compromising medical books and lectures. Considering that medical students need to retain a vast amount of information, using spaced repetition through  \n*Correspondence:  \nShazia F. Durrani [shaziafakhir@hotmail.com](shaziafakhir@hotmail.com)  \nFull list of author information is available at the end of the article  \n© The Author(s) 2024. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit [http://creativecommons.org/l](http://creativecommons.org/l)icenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ([http://creativecommons.org/publicdomain/zero/1.0/](http://creativecommons.org/publicdomain/zero/1.0/)) applies to the data made available in this article, unless otherwise st","cbCaijyGbGxNibxO","https://ap.wps.com/l/cbCaijyGbGxNibxO","pdf",1082351,1,8,"English","en",105,"# Abstract\n## Background\n## Methods\n## Results\n## Conclusion\n# Keywords\n# Background","[{\"question\":\"What was the study’s main objective?\",\"answer\":\"To determine the effectiveness of spaced repetition compared with traditional learning methods for undergraduate medical students during their paediatrics rotation in Pakistan.\"},{\"question\":\"How were students assigned to groups and what did each group do?\",\"answer\":\"Year 5 students were randomly allocated to a control group using traditional books and lectures, or an intervention group using an Anki flashcard deck for spaced repetition learning.\"},{\"question\":\"What were the key findings from the pretest and posttest scores?\",\"answer\":\"The control group showed no statistically significant pretest-to-posttest difference, while the intervention group showed a statistically significant improvement and an effect size of 0.8.\"},{\"question\":\"What learning implications does the conclusion provide?\",\"answer\":\"Using spaced repetition via flashcards can produce higher scores for paediatrics study and may be more cost- and time-efficient than traditional methods, supporting long-term retention needs.\"}]","Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan | 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