![]() ![]() At the conclusion of this project, this percentage increased to 65.7%. At the beginning of this project, 30.8% of respondents felt somewhat or very comfortable with creating new Anki cards. ![]() An average of 66.14 students (85.9% of the class) used the PBL decks. The JABSOM ℅ 2025 (n=77) were emailed 9 Anki decks out of a total possible 11 PBL cases. ![]() Hosted workshops to teach the ℅ 2025 how to use efficiently Anki and AnKing as well as how to make their own flashcards and decks. Made and shared Anki decks covering most MD1 PBL material with the ℅ 2025 to introduce and transition them to using Anki. Students’ comfort with and utilization of Anki were monitored throughout the unit via weekly surveys. This project also consisted of online workshops that taught students how to use Anki and “AnKing,” the most commonly used premade Anki deck for the USMLE Step 1 and 2. Lastly, decks from PBL cases 5 and 7 were omitted to encourage students to practice making their own flashcards. Second, they were released one at a time after students finished their corresponding PBL cases so as to not interfere with the PBL process. First, they only covered material related to MD1 PBL cases. The distributed Anki decks came with certain limitations. This project introduced Anki to MS1s during JABSOM’s MD1 (Health and Illness) unit in hopes of easing the ℅ 2025’s transition to medical school and expanding upon the findings of Koshi et al., which were limited to JABSOM’s MD2 unit. These decks were then shared with students from the ℅ 2024, the majority of whom reported success with using Anki to study for MD2 exams (Koshi et al., 2021).ĭuring the start of medical school, most first year students (MS1s) have difficulty identifying study habits that best suit their individual learning styles. In the past several years, Anki gained popularity among medical students from both allopathic and osteopathic schools (Rana et al., 2020) after it was shown that students who used Anki performed better on the USMLE Step 1 than students who did not use Anki (Deng et al., 2016).Īnki was introduced to JABSOM students when JABSOM’s ℅ 2023 made Anki decks which covered material on JABSOM’s MD2 (Cardiology and Pulmonology) unit. To use Anki to study for exams, students may make their own flashcards in the form of “decks” (sets of flashcards divided by subject) and/or download “decks” from the internet made by peers from other medical schools. Unlike other flashcard programs, it uses a learning technique called “spaced repetition” whereby Anki uses an algorithm to automatically test students with newer and more difficult flashcards more frequently than older and less difficult ones. The law library’s JD holding reference librarians have all successfully taken law exams and can help you identify study materials that will click with your particular learning style.Anki is a free flashcard program that can be downloaded from the internet onto electronic devices. Anki also enables students to embed an audio recording onto cards for students with audio or audio-visual learning preferences.Īnki is free to download and it can keep your flashcard collection in sync across multiple devices.įor additional study tips, make an appointment to Meet with a Librarian. But Anki makes it easy to manage these flashcard sets, enabling users to color code cards or even bury those that might not be useful any longer.įor students who learn better with visual cues, Anki makes it easy to upload images or videos to be associated with each flashcard, helping to build mnemonic associations. For a class like con law, it might mean a fairly large collection of cards. One tool that will make that easier is Anki, an online platform for multimedia flashcards where students can make their own decks or download decks that others have prepared and then put their legal minds to the test.Įach Anki deck can be as small or as large as necessary to compile all information that will be helpful. Students who may not feel inspired by the traditional outline can do more to remember the key information necessary for an optimal finals performance. Students learn differently from one another, and the traditional law school methods may not resonate as strongly with one student as the next. ![]()
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