AUTHOR=Vagha Keta , Choudhari Sonali , Taksande Amar , Tembhurne Jayshree , Vagha Jayant , Vagha Sunita 

TITLE=Implementation of a spaced-repetition approach to enhance undergraduate learning and engagement in paediatrics

JOURNAL=Frontiers in Medicine

VOLUME=Volume 12 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2025.1601614

DOI=10.3389/fmed.2025.1601614

ISSN=2296-858X

ABSTRACT=BackgroundKnowledge 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 paediatric education, offering insights into its potential for enhancing learning outcomes.ObjectivesThis study aimed to evaluate the effectiveness of spaced-repetition in improving knowledge retention and student engagement in undergraduate paediatric education.MethodA quasi-experimental study was conducted over 6 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.ResultsPre-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.ConclusionSpaced repetition significantly enhanced knowledge retention and engagement in undergraduate paediatric education. This method offers a promising approach to improve long-term learning outcomes in medical education.