Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial

Varkey Nadakkavukaran Santhosh; David Coutinho; Anil V Ankola; Yuvarani Kandasamy Parimala; Siva Shankkari; Kavitha Ragu

doi:10.1002/jdd.13561

Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial

J Dent Educ. 2024 May 1. doi: 10.1002/jdd.13561. Online ahead of print.

Authors

Varkey Nadakkavukaran Santhosh¹, David Coutinho¹, Anil V Ankola¹, Yuvarani Kandasamy Parimala¹, Siva Shankkari¹, Kavitha Ragu¹

Affiliation

¹ Department of Public Health Dentistry, KLE VK Institute of Dental Sciences, KLE Academy of Higher Education and Research (KLE University), Belagavi, India.

PMID: 38693655
DOI: 10.1002/jdd.13561

Abstract

Background: Dental education in India predominantly relies on traditional lecture-based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long-term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates.

Methods: This single-blind randomized controlled trial (CTRI/2023/10/059347), conducted in Belagavi, India, involved 90 dental students who were equally distributed into control (LBL) and test (lecture followed by SRL demonstration) groups after randomization. Rigorous expert review ensured the quality of PowerPoint presentation and mobile flashcard contents. Knowledge assessments were conducted at baseline, first, and third months using a validated and reliable questionnaire. A perception survey on learning techniques was administered after the first month. Analysis methods included descriptive analysis, Pearson's chi-square test, independent t-test, and repeated measures ANOVA with Bonferroni's post hoc test.

Results: The pre- and post-intervention knowledge showed no significant differences, but the SRL group exhibited significantly higher retention at both first month (p ≤ 0.001) and third months (p ≤ 0.001) than the LBL group. Repeated measures ANOVA revealed significant pairwise differences in mean knowledge scores in SRL group. Students had significantly favorable perception toward SRL than LBL group.

Conclusion: SRL delivered through mobile flashcards significantly enhances knowledge retention compared to LBL among dental students. Positive student perceptions support SRL's integration into dental curricula, with implications for improving knowledge retention among them.

Keywords: dental education; dental graduates; flashcards; learning; spaced repetition learning.