Promoting Interleaved and Spaced Practice in Anatomy and Physiology Students

Students' academic performance in college can be impacted by varying background experiences and skill levels. This article describes a lesson designed for undergraduate Anatomy and Physiology students to address the challenge instructors face of disparate study skills among their students. The scaffolded activity aims to provide evidence-based study strategies, including flash cards, spaced practice, and interleaved practice. In-class activities and periodic homework assignments guide students in creating and using flash cards effectively. The goal is to reduce the academic performance gap between well-prepared and underprepared students. Data from the lesson plan demonstrates its potential to narrow gaps in performance on summative assessments. The article highlights the novel aspects of the lesson plan and discusses the implications of the findings. Limitations are also addressed to provide a comprehensive perspective on the study's outcomes. In addition, the adaptable nature of the lesson plan makes it suitable for modification and implementation in other courses and educational contexts. Primary Image: Visual Cue Cards. Sample of evidence-based flash cards created for Anatomy and Physiology.