Implementation of a spaced-repetition approach to enhance undergraduate learning and engagement in paediatrics
Open accessAbstract
Background: 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 paediatric 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. Method: A 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. Results: 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. Conclusion: Spaced 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.
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Digital flashcards with spaced repetition intervals of 1, 3, 7, 14, and 28 days produced significantly higher posttest scores in the intervention group compared to the control group (16.24 vs. 11.89; p < 0.0001).
“Vagha et al. (2025) implemented digital flashcards with spaced repetition intervals of 1, 3, 7, 14, and 28 days, reporting significantly higher posttest scores in the intervention group compared to the control group (16.24 vs. 11.89;p < 0.0001); moreover, over 90% of intervention participants showed improvements in retention, engagement, and confidence.”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Vagha et al. (2025)
Over 90% of intervention participants in the digital flashcard study showed improvements in retention, engagement, and confidence.
“moreover, over 90% of intervention participants showed improvements in retention, engagement, and confidence.”
From Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory (2026) · cites this paper as Vagha et al. (2025)
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- Authors
- Vagha, K., Choudhari, S., Taksande, A., Tembhurne, J., Vagha, J., & Vagha, S.
- Affiliations
- Datta Meghe Institute of Higher Education and Research (IN)
- Corresponding author
- Vagha, Keta
- Venue
- Frontiers in Medicine
- Publisher
- Frontiers Media SA
- Published
- 2025-07-30
- Volume
- 12
- Pages
- 1601614-1601614
- ISSN
- 2296-858X (ISSN-L)
- PMC
- PMC12343689
- OpenAlex
- W4412765730
- Cited by
- 7
- References
- 11
- Citations by year
- 2026: 7
- FWCI
- 6.37
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Medicine (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- spaced repetition, knowledge retention, student engagement, pediatric education, undergraduate medical students, digital flashcards, self-directed learning, medical education, student motivation
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