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Assessing Emotional Stress, Active Recall and Digital Spaced‐Learning Media in the Study of Thoracic Gross Anatomy by Medical Students
Author(s) -
Cole Ryan,
McHugh Douglas,
Netter Frank H.
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.580.7
Subject(s) - recall , presentation (obstetrics) , gross anatomy , multimedia , computer science , psychology , medicine , anatomy , surgery , cognitive psychology
The study of gross anatomy in medical school requires students to synthesize a vast amount of information in a relatively short period of time. Anatomy practical exams in particular place unique stressors on students, the expectation being to recall precise information and apply it quickly within a short period of time. Educational science has demonstrated the benefit of incorporating the concepts of active recall and spaced repetition into learning to increase retention of knowledge.1,2 In an attempt to mitigate the stress and anxiety that a practical exam can cause, first year medical students (n = 91) were provided with 8 pre‐assembled, multimedia ANKI flashcard decks to supplement their study of thoracic anatomy. The total number of cards = 317, which covered thoracic embryology, heart, mediastinum, pectoral region, pleural cavities, lungs, thoracic wall, and diaphragm. ANKI is an electronic flashcard app for PC/Mac and Android/iPhone devices that operates using active recall and spaced repetition algorithms.3 Cards are presented as a question and answer pair in a random order. This method of actively recalling a fact when asked not only mimics the conditions seen during an anatomy practical exam, but also helps strengthen memory. The program delivers personalized card presentation based on feedback from an individual user over increasing intervals of time (see Figure 1). This allows easier concepts to be reviewed by learners less often and at increasingly spaced intervals, while difficult material can be reviewed more frequently until mastery is attained. The ANKI decks were assessed using 4‐point Likert, posttest surveys to gauge student usage patterns and impact on confidence, stress, and anxiety during a thoracic gross anatomy practical exam. The survey was administered immediately following the 25 question practical exam. Results indicated that 93% of respondents agreed that the decks increased confidence, 93% believed that the decks helped to decrease anxiety, and 85% stated that the decks helped reduced the stress level felt going into the exam. Students found cards that included cadaver images to be the most helpful and embryology or surface anatomy concepts to be the least helpful. Overall, 92% of respondents believed that the decks integrated well with the curriculum. A subject at the core of medical education, gross anatomy requires student to learn and retain a large amount of information in a relatively short period of time. Study methods involving active recall and spaced repetition have been shown to be beneficial for the retention of information in many subject areas. Digital spaced‐learning media offers students a means to solidify anatomical information, increase confidence in this subject matter, and decrease stress and anxiety. 1Examples of ANKI flashcards. First pair (A & B) re‐presentation spacing is 1 minute, 10 minutes, 4 days. Second pair (C & D) representation spacing is 10 minutes, 2 days, 3 days, 4 days.