Spaced repetition and other key factors influencing medical school entrance exam success: insights from a French survey
Sábháilte in:
| Foilsithe in: | BMC Medical Education vol. 25 (2025), p. 1-8 |
|---|---|
| Príomhchruthaitheoir: | |
| Rannpháirtithe: | , , , , , , , |
| Foilsithe / Cruthaithe: |
Springer Nature B.V.
|
| Ábhair: | |
| Rochtain ar líne: | Citation/Abstract Full Text Full Text - PDF |
| Clibeanna: |
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3236996880 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07605-w |2 doi | |
| 035 | |a 3236996880 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Burel, Julien | |
| 245 | 1 | |a Spaced repetition and other key factors influencing medical school entrance exam success: insights from a French survey | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Exercise | ||
| 653 | |a Students | ||
| 653 | |a Sleep | ||
| 653 | |a Regression analysis | ||
| 653 | |a Success | ||
| 653 | |a Memory | ||
| 653 | |a Questionnaires | ||
| 653 | |a Entrance examinations | ||
| 653 | |a Medical schools | ||
| 653 | |a Multivariate analysis | ||
| 653 | |a Hypotheses | ||
| 653 | |a Missing data | ||
| 653 | |a Retention | ||
| 653 | |a Secondary schools | ||
| 653 | |a Learning | ||
| 653 | |a Secondary Education | ||
| 653 | |a Recall (Psychology) | ||
| 653 | |a Grades (Scholastic) | ||
| 653 | |a High School Freshmen | ||
| 653 | |a Learning Problems | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Multiple Choice Tests | ||
| 653 | |a Long Term Memory | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Predictor Variables | ||
| 653 | |a Repetition | ||
| 653 | |a Educational Change | ||
| 653 | |a Medical Students | ||
| 653 | |a Life Style | ||
| 653 | |a School Holding Power | ||
| 653 | |a Course Content | ||
| 653 | |a Academic Standards | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Regression (Statistics) | ||
| 700 | 1 | |a Trost, Olivier | |
| 700 | 1 | |a Demeyere, Matthieu | |
| 700 | 1 | |a Rives, Nathalie | |
| 700 | 1 | |a Estour, François | |
| 700 | 1 | |a Ladner, Joel | |
| 700 | 1 | |a Crampon, Frédéric | |
| 700 | 1 | |a Deneuve, Sophie | |
| 700 | 1 | |a Maquet, Charles | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-8 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3236996880/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3236996880/fulltext/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3236996880/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |