Supercharging Memory Retention in Neurology Learning: A Faculty-Student Collaboration to Apply Cognitive Science Principles to Software-based Self-directed Learning (S10.006)

Abstract

<h3>Objective:</h3> We present the design, implementation, and evaluation of evidence-based learning principles, including ‘retrieval-based practice’, ‘interleaving’ and ‘spaced repetition’ through self-directed, software-based learning in a pre-clerkship neurology course. <h3>Background:</h3> Incorporating evidence-based teaching principles oriented towards optimized memory retention and administration through algorithmic software offers a more efficient learning experience for medical students. Designing and implementing learning activities through faculty-student collaborations are likely to result in higher student acceptance and engagement. <h3>Design/Methods:</h3> Anki is a is a popular software study tool with medical students. It uses spaced-repetition algorithms and allows users to actively recall concepts with flashcards that contain questions, tables, and diagrams. In a faculty-student collaboration, Anki study decks with flashcards and NBME-style clinical vignettes were created that were in close alignment with course learning objectives. Decks were vetted by course faculty for relevance and accuracy, and were distributed on a weekly basis to first year medical students during a 6-week organ system course. Use of the decks was voluntary. Student usage and attitudes were assessed through an anonymous online survey. <h3>Results:</h3> A total of 93 % of students in the course reported using the provided decks for their studying during the course. Of those, 92 % either “agreed” or “strongly agreed” with the statement that using the question decks was useful for final exam preparation. Of those who used the questions during this course, 79 % either “agreed” or “strongly agreed” with the statement that they would use similar question decks in future organ-system courses. <h3>Conclusions:</h3> Student engagement with the course-specific decks was very high, reflecting the value that students placed on the expected learning benefits and the student-centeredness of creating learning activities through faculty-student collaboration. Tips &amp; tricks for creating a similar resource for a course at your institution will be provided. <b>Disclosure:</b> Ms. DeLeon has nothing to disclose. Mr. Ahmad has nothing to disclose. Mr. Tran has nothing to disclose. Prof. Thesen has nothing to disclose.