Spaced Repetition Learning as a Tool for Orthopedic Surgical Education: A Prospective Cohort Study on a Training Examination.

Abstract

Most surgical residents will learn written information via passive, massed exposure of material. Spaced repetition learning is an alternative, more effective, and efficient method to this more traditional method of teaching. We hypothesized that this method in the lead up to an Orthopedic basic sciences examination for postgraduate trainees would provide an effective solution for time-poor surgical trainees. Twelve participants were prospectively enrolled in the study and provided informed consent and then were sent a pooled set of 1400 practice questions in a flashcard format using the spaced repetition learning program Anki. Study habits were tracked via the program and recorded the evening prior to the examination taking place. The final examination scores were then recorded and tabulated. All data were anonymized. Pearson correlation coefficient and p values were calculated for time spent and number of cards reviewed using the program. Australian Orthopedic Surgical trainees prepared for basic science examination. All trainees eligible to sit the examination were approached for participation. Twelve participants started and all completed the study. There was a strong correlation (R = 0.86, p < 0.001) between time spent and hence number of flashcards reviewed using the Anki program and final examination scores. Results from this study support our hypothesis that spaced repetition learning using a flashcard format is an effective study strategy for learning material for Orthopedic examinations. This method of learning can be applied to other areas of surgery such as clinical examination or procedural skills.