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ORIGINAL RESEARCH article

Front. Med.

Sec. Healthcare Professions Education

Volume 12 - 2025 | doi: 10.3389/fmed.2025.1601614

This article is part of the Research TopicInnovative Teaching and Learning in Health Education and PromotionView all 38 articles

Implementation of a Spaced-Repetition Approach to Enhance Undergraduate Learning and Engagement in Paediatrics

Provisionally accepted
Keta  VaghaKeta Vagha1,2*Sonali  G. ChoudhariSonali G. Choudhari1Amar  TaksandeAmar Taksande1Jayshree  TembhurneJayshree Tembhurne1Jayant  VaghaJayant Vagha1Sunita  VaghaSunita Vagha1
  • 1Jawaharlal Nehru Medical College, Wardha, Wardha, India
  • 2Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra, India

The final, formatted version of the article will be published soon.

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 pediatric 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.A quasi-experimental study was conducted over six 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 t-tests. Qualitative feedback from the intervention group was thematically analysed to assess engagement and motivation.Pre-test scores were similar between groups (Intervention: 11.42; Control: 11.58, p = 0.0573).Post-test scores showed significant improvement in the intervention group (16.24) compared to the control group (11.89, p < 0.0001). The intervention group showed a significant increase in scores (p < 0.0001), while no significant change was seen in the control group (p = 0.1138). Over 90% of students in the intervention group reported improved retention, engagement, and confidence.Spaced repetition significantly enhanced knowledge retention and engagement in undergraduate pediatric education. This method offers a promising approach to improve longterm learning outcomes in medical education.

Keywords: Spaced repetition, Undergraduate Medical Education, Paediatrics, knowledge retention, engagement, Active Learning

Received: 28 Mar 2025; Accepted: 18 Jul 2025.

Copyright: © 2025 Vagha, Choudhari, Taksande, Tembhurne, Vagha and Vagha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Keta Vagha, Jawaharlal Nehru Medical College, Wardha, Wardha, India

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