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A study design compares student outcomes between PowerPoint-based and Anki-based review, using surveys after the pathology course and after the USMLE Step 1 exam, with performance and preference analyses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-response-to-providing-review-materials-in-an-anki-card-format-brady-b-buchanan/159438/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-response-to-providing-review-materials-in-an-anki-card-format-brady-b-buchanan/159438.png","ImageObject",300,407,{"name":42,"@type":43},"Fahsai","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-06","2026-08-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are PowerPoint-based pathology review materials considered difficult for USMLE Step 1 preparation?","Question",{"text":63,"@type":64},"Students reported the provided PowerPoint review files were unwieldy for continuous study routines before the exam, leading many to avoid the resource.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning approach does the Anki format add to the review content?",{"text":68,"@type":64},"Anki enables spaced repetition and active recall, aligning with study components identified as critical for medical school learning and exam preparation.",{"name":70,"@type":61,"acceptedAnswer":71},"How will student perceptions and performance outcomes be measured in this study?",{"text":72,"@type":64},"Two surveys will be administered—after the pathology course and after USMLE Step 1—to capture resource use, preferences, motivations, and self-reported performance and perceptions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},159438,1788017835,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":80,"read_time":30},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Student Response to Providing Review  \nMaterials in an Anki Card Format  \nBrady B. Buchanan, William H. Archie, Phillip Boyer  \nBrady B. Buchanan  \nBrody School of Medicine East Carolina University Greenville, North Carolina 27858 [buchananb19@students.ecu.edu](buchananb19@students.ecu.edu)  \nIDEA  \n• Brody School of Medicine (BSOM) students reported dissatisfaction with theresources available to prepare for the pathology content on USMLE Step 1  \n• During the BSOM Pathology course students had used provided PowerPoint review files to study but found these unwieldy for Step 1 preparation  \n• Anki software provides spaced repetition and active recall that could be a useful format for the review content originally provided in PowerPoints  \nNEED/RATIONALE  \nProblem and Potential Solution  \nPathology content is a critical component of the first two years of medical school and comprises between 45-52% of discipline-specific content on USMLE Step 1 (1) . Discussion among BSOM students following completion of Step 1 revealed that many were unhappy with the depth and breadth of the popular commercial resources for pathology content. Likewise, while students were provided with comprehensive PowerPoint files for use during the pathology course to review and reinforce important concepts and content, students considered the format unwieldy in a continuous study routine before their USMLE examination date and chose to not use a potentially valuable resource. Anki is a popular flashcard software used widely by medical students (2) that provides an easy way to incorporate active recall and spaced repetition into studying, both of which have been identified as critical to studying in medical school (3) .  \nHypothesis  \nWe hypothesized that providing in-depth review material from the medical school curriculum in an Anki flashcard format would facilitate student studies facilitate success for both course and the USMLE exams.  \nMETHODS  \n| • Review PowerPoint files already used in the BSOM curriculum will be converted into Anki flashcards\u003Cbr>• A first round of flashcard proofreading will make sure there are no typographical errors and that each card is roughly made in a uniform way\u003Cbr>• A second round of proofreading, completed by the pathology faculty member that originally made the PowerPoint files, will ensure accuracy of information\u003Cbr>• Both review resources will be provided alongside the PowerPoint files to approximately 75 second-year medical students in the pathology course.\u003Cbr>• Each student will have the opportunity to participate in a survey after the completion of that section of the course and after the USMLE exam\u003Cbr>Examples PowerPoints converted to Anki Flashcards\u003Cbr>Figures 1 and 2 show how slides from PowerPoint files (left) will be converted into Anki flashcards. For the purposes of this project the “Cloze-deletion\" format was used for written content and “Image Occlusion” formats were used when visual identification was necessary. |  |\n| --- | --- |\n| | |\n| Figure 1 . Cloze-Deletion Flashcard (right) Figure 2 . Image Occlusion Flashcard made from review PowerPoint files (left) . (right) made from review PowerPoint files\u003Cbr>(left) . |  |\n\nEVALUATION PLAN  \nQualitative Data Collection  \nTwo surveys will be used to gather qualitative data at the completion of this research study. One survey will be given upon completion of the BSOM pathology course. Another survey will be given upon completion of the USMLE Step 1 Examination. These surveys will gather data on which resources the students used, as well as their preferences and motivations for their choice of resources. The surveys will also gather self-reported performance data and perceptions on how theresources may have helped their performance.  \nAnalysis  \nPerformance and preferences will be analyzed to see if there is a significant difference between the use of PowerPoint files or Anki flashcards in ultimate performance on course and the USMLE exam.  \nPOTENTIAL IMPACT  \nSpace","cbCairzCsJVwp3EW","https://ap.wps.com/l/cbCairzCsJVwp3EW","pdf",512634,"English","# IDEA\n## NEED/RATIONALE\n## Hypothesis\n# METHODS\n## Review PowerPoint to Flashcards Conversion\n# EVALUATION PLAN\n## Qualitative Data Collection\n## Analysis\n# POTENTIAL IMPACT","[{\"question\":\"Why are PowerPoint-based pathology review materials considered difficult for USMLE Step 1 preparation?\",\"answer\":\"Students reported the provided PowerPoint review files were unwieldy for continuous study routines before the exam, leading many to avoid the resource.\"},{\"question\":\"What learning approach does the Anki format add to the review content?\",\"answer\":\"Anki enables spaced repetition and active recall, aligning with study components identified as critical for medical school learning and exam preparation.\"},{\"question\":\"How will student perceptions and performance outcomes be measured in this study?\",\"answer\":\"Two surveys will be administered—after the pathology course and after USMLE Step 1—to capture resource use, preferences, motivations, and self-reported performance and perceptions.\"}]","Student Response to Providing Review Materials in an Anki Card Format - Brady B. Buchanan | PDF"]