| Autor: |
Magro, Juliana, Oh, So‐Young, Košćica, Nikola, Poles, Michael |
| Zdroj: |
Clinical Teacher; Dec2024, Vol. 21 Issue 6, p1-6, 6p |
| Abstrakt: |
Background: Teaching clinical pharmacology is often a challenge for medical schools. The benefits and popularity of active recall and spaced repetition through Anki flashcards are well‐established and can offer a solution for teaching complex topics, but educators are often unfamiliar with this resource. Approach: We implemented 501 faculty‐generated pharmacology flashcards in five modules across the medical preclinical curriculum, available to 104 first‐year students. At the end of each module, students were surveyed on the usefulness of this novel resource. The data from the cohort who had access to flashcards was compared with the previous cohort, without access, to analyse whether student use of Anki flashcards changed students' perceptions of the pharmacology curriculum and whether there were changes in pharmacology exam performance. Evaluation: Seventy‐five percent of the respondents rated the Anki pharmacology flashcards as 'very useful' or 'somewhat useful'. Eight hundred and seventy‐five responses were analysed with a natural language processing algorithm, showing that fewer students mentioned pharmacology as a difficult topic in the cardiovascular and renal modules, compared with the cohort who did not use Anki flashcards. There was not a statistically significant difference in test scores between the cohorts. Implications: Anki flashcards were well‐received by medical students, which might have impacted their perception of the curriculum, as evidenced by the decrease in mentions of pharmacology being a difficult topic, maintaining consistency in academic performance. Educators should consider providing flashcards to offer spaced repetition opportunities in the curriculum; an additional benefit could be increasing information equality in medical schools. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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