Impact of a spaced learning initiative in an undergraduate student teaching program in pediatrics

Abstract

Objective: The purpose of this study is to assess the impact of spaced learning in an undergraduate teaching and learning program in pediatrics. Methodology: Analytical study involving the final year medical students posted in the Department of Pediatrics. “Spaced” learning opportunities were provided in addition to the conventional didactic lectures over 8 weeks for the assigned topics. The scores obtained before and after the spaced learning were analyzed using “t”-test. Results: A total of 37 students who underwent the spaced learning initiative and participated in both the tests (before and after spaced learning) were included in the analysis. There was significant positive correlation between the scores of the two groups r = 0.526 (P < 0.001). Paired sample “t”-test showed that there was a statistically significant difference between the test scores with a mean of 11.23, t = 7.434 (P < 0.001). Conclusion: Spaced learning had a significant impact on the students in their learning and recall, leading to better performance in their examination.

Keywords

• Pediatric
• spaced learning
• undergraduate