found that most of the faculty in their study had positive perceptions of e-learning resources, far less incorporated any into their teaching. The barriers to utilizing e-learning resources were lack of resources relevant to lecture, lack of time to use it during lecture and lack of awareness of these resources. Undergraduate medical education demands learners to master large amounts of material at an alarming pace. Additionally, students are learning other skills such as clinical reasoning and physical exam skills that can add to cognitive load. To help cope with learning pace, medical students have resorted to e-learning resources that include video lectures, visual mnemonics, and flashcard systems. A large proportion of first-year medical students use Anki to supplement their studies. Faculty should consider ways to incorporate Anki into their teaching to facilitate student learning through active recall and spaced repetition. Survey data shows that students value formal lectures and prefer to supplement their studies with Anki. About 70% of participants utilized Anki in the course and the usage increased significantly from Week 1 to Weeks 7 and 13. There was variation to how many days a week students used Anki. Sixty first-year medical students were recruited in a twelve-week longitudinal study consisting of three surveys (Weeks 1, 7, and 13) about usage of Anki and their perceptions of how to use it with formal lecture. To help cope with learning, medical students have resorted to e-learning resources that include video lectures, visual mnemonics, and flashcard systems. The purpose of the current study was to determine the usage of Anki (Damien Elmes, ) among first-year medical students in an integrated first-year module consisting of anatomy and physiology. Additionally, this study aimed to elucidate how students used Anki in conjunction with their lectures. ![]() But should not be your sole source of studying.It is well known that undergraduate medical education demands learners to master large amounts of material. Cards should be short and sweet with the close deletion only on testable facts so that you can fly through these cards and not waste time trying to figure out what is going on. If you do use Anki, 100% upgrade to the AnKing Close Deletion card type and use close deletions. AnKing cards may be in greater detail when it comes to histology, biochem, embryology etc than what is presented in PA school IIRC back to PA school. There's plenty of videos on how to do this. AnKing deck is huge, so search by tags like PAtoMD said to find topics. That being said, each person has their own style of decks and many group members ended up leaving and started just using the " AnKing Decks" as the cards have been continuously updated and improved by AnKi staff and med students along the way. My school started an "Anki Group" where a group of us take turns to sign up making decks for lectures and then post them to a spreadsheet and distribute to the class. I did this my first semester of med school and it was a lot of work. It can be cumbersome to make your own decks for every lecture. It will improve your exam and board scores if you do it right. ![]() ![]() 100% support using Anki if you become proficient at it and are able to use it efficiently.
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