Presenter:
Anika Todd
Authors:
Anika Todd, Karen Pinder
Poster Abstract:
As technology permeates medical education, this study addresses the underutilization of online resources, particularly Anki, in medical school curricula. The objective was to introduce Anki spaced repetition study cards into the histopathology curriculum at the University of British Columbia Medical Undergraduate Program, aiming to enhance learning efficiency and overall student wellness.
We collaboratively developed a series of Anki study cards mapped to the curriculum’s learning objectives, ensuring accuracy through review by the course director. This study encompassed first- and second-year medical students from the class of 2026 and 2027 at the University of British Columbia. A Qualtrics-based survey assessed study habits, resource utilization, performance outcomes, anxiety, and imposter syndrome experiences.
Survey findings suggest potential positive impact of faculty provided Anki cards on medical student anxiety and imposter syndrome during preclinical years. Furthermore, students indicated that Anki is a valued supplementary resource to support review and exam preparation but does not replace lecture or lab learning.
This initiative marks a proactive step toward leveraging technology for enhanced medical education. We demonstrated effective integration of digital resources in medical education. This had the additional benefit of ensuring accuracy in resources and mitigating disparities in access when students rely on open source or peer shared resources. Furthermore, we demonstrated a positive impact on student well-being. We hope these results provide insight and encouragement for medical schools to embrace technology to optimize learning environments in the digital post-pandemic era. Future work may focus on broader implementation and continuous improvement of digital tools in medical curricula.
