Quantitative experimental study compares spaced learning and traditional methods in MBBS students, suggesting spaced learning improves retention and satisfaction.
A bstract Background: Pharmacology is essential in medical education, yet traditional didactic lectures can hinder retention and application. Objectives: This study aims to compare the effectiveness of spaced learning, which distributes study sessions over time, with traditional methods in teaching pharmacology to phase II MBBS students. The focus is on evaluating knowledge acquisition, retention, and student satisfaction. Materials and Methods: A quantitative, experimental study at Lakhimpur Medical College, Assam, India, involving 100 phase II MBBS students. The traditional learning (Group A) received a single 60-min lecture, while spaced learning (Group B) had three 20-min sessions over 3 days. Both groups underwent pretests, post tests, and feedback surveys. Data were analyzed using paired t tests, independent t tests, and Mann–Whitney U tests. Results: Group B out-performed Group A, with significantly higher post test scores (82.1 ± 5.4 vs. 72.3 ± 6.1, P < 0.001), satisfaction scores (4.5 ± 0.5 vs. 3.1 ± 0.7, P < 0.001), and knowledge retention (77.6 ± 5.8 vs. 64.3 ± 6.0, P < 0.001). Conclusion: The spaced teaching–learning method was significantly more effective than traditional methods for teaching pharmacology, leading to better knowledge acquisition, retention, and student satisfaction. Integrating spaced learning into medical curricula could improve educational outcomes for complex subjects.
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Deori et al. (2025) studied this question.
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