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Spaced repetition and other key factors influencing medical school entrance exam success: insights from a French survey

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Publicado en:BMC Medical Education vol. 25 (2025), p. 1-8
Autor principal: Burel, Julien
Otros Autores: Trost, Olivier, Demeyere, Matthieu, Rives, Nathalie, Estour, François, Ladner, Joel, Crampon, Frédéric, Deneuve, Sophie, Maquet, Charles
Publicado:
Springer Nature B.V.
Materias:
Exercise
Students
Sleep
Regression analysis
Success
Memory
Questionnaires
Entrance examinations
Medical schools
Multivariate analysis
Hypotheses
Missing data
Retention
Secondary schools
Learning
Secondary Education
Recall (Psychology)
Grades (Scholastic)
High School Freshmen
Learning Problems
Learning Strategies
Multiple Choice Tests
Long Term Memory
Academic Achievement
Meta Analysis
Predictor Variables
Repetition
Educational Change
Medical Students
Life Style
School Holding Power
Course Content
Academic Standards
Learner Engagement
Regression (Statistics)
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Resumen:Section BackgroundFirst-year medical candidates encounter steep learning demands when transitioning from high school to university. Spaced repetition– a method of distributing review sessions over time– improves long-term memory retention. This study assessed its effectiveness alongside lifestyle and academic factors in students preparing for the medical school entrance examination.AbstractSection MethodsIn 2023, all 618 candidates at the University of Rouen were invited to complete a post-exam, self-administered questionnaire; 523 responded (84.6%). We collected data on revision methods (e.g., spaced repetition, reviewing archives of previous exams), participation in private preparatory classes and summer courses, lifestyle behaviors (e.g., sleep duration, physical activity or smoking), and secondary-school grades. Predictors of success were identified through univariate analyses. A multivariate logistic regression was then conducted to determine independent predictors of success.AbstractSection ResultsOf 523 respondents, 134 (25.6%) passed the entrance exam. In univariate analysis, successful candidates significantly more often used spaced repetition (44.8% vs. 20.3%; p < 0.001), reviewed archives of previous exams, attended private preparatory classes or summer courses, and had higher secondary-school grades. In multivariate logistic regression, independent predictors of success included spaced repetition (aOR 2.09; 95% CI, 1.16–3.48), secondary-school grades (aOR 3.19; 95% CI, 2.33–4.37), private preparatory class attendance (aOR 2.02; 95% CI, 1.11–3.66), sleep duration (aOR 1.49; 95% CI, 1.12–1.99), and regular sport practice (aOR 1.81; 95% CI, 1.13–2.93).AbstractSection ConclusionsAdmission success in the medical school entrance examination appeared to be influenced by multiple factors: while spaced repetition significantly enhanced performance, academic background, private preparatory classes, and healthy lifestyle habits also contributed. These findings support integrating validated study techniques and wellness strategies into university support programs for entrance examinations.
ISSN:1472-6920
DOI:10.1186/s12909-025-07605-w
Fuente:Healthcare Administration Database