Learning in medical school still involves the “fire hose model” where vast amounts of information are being unleashed upon the students who are then responsible for recalling as much as possible in order to pass the test. The challenge occurs when they make the transition from fourth year medical student to first year resident, when they need to recall the information learned, more precisely, when they need to know what information to recall. In order to facilitate this transition, I created an online module to help the students recall useful antibiotics once they start their internship and are faced with the responsibility of being a doctor. In creating this module, I am combining two well-known teaching principles, that of microteaching alongside spaced repetition. In order to take these concepts a step forward, I am combining the spaced repetition model with information retrieval as I am using the same quiz at different time intervals in order to facilitate long-term knowledge retention. This course is not intended to teach new information, but rather to allow the learner to review information once known and facilitate long-term recall. Study objective: At the end of this elective, the student/intern will be able to recall specific antibiotics to treat different infections, from common ones to deadly ones. Along with the name of the antibiotic, the student will recall the dose, the route and the frequency. During their emergency medicine core rotation, the learner will be enrolled in an online module composed of three sessions: two knowledge review sessions and a quiz. They will start by completing the quiz first, followed by completion of the two educational sessions during the assigned two weeks. Within one day of completing lesson two, the learner will be required to take the same quiz again. Once the student finishes the EM rotation, they will be enrolled in spaced repetition schedule where they will be receiving emails with links to take the same quiz at progressively longer time intervals. In this way, we can use spaced information retrieval to solidify the knowledge. The two knowledge review sessions were created using Articulate 360 platform and the spaced quizzes were created using “Google forms,” a free online resource. The spaced quizzes would serve both as teaching tools as well as assessment tools. The learner will also be asked to complete a 4-question survey of the course in order to fine tune the material as well as identify other potential topics suited for this format. Teaching antibiotics is just one of the thousands of topics that can be adapted to this teaching format. I can easily see this format being used to teach rare EKG finding such as Brugada, DeWInter’s, etc. This format could also be used to teach management of common ED presentations such as CHF exacerbation, PNA, sepsis etc. I can see creating an online database of such short, teaching modules that the learner can access at any time, modules focused on knowledge needed during “transition to the wards.”