IMPACTS OF SPACED REPETITION ON PHYSIOLOGY LEARNING: FROM THE FORGETTING CURVE TO LONG-TERM RETENTION

Abstract

This article aimed to evaluate the impact of the spaced repetition methodology, applied in Physiology tutoring sessions, on the academic performance of medical students. This was a mixed-methods study involving approximately 100 third-semester medical students. Participants completed objective tests and a questionnaire regarding tutoring attendance and the use of spaced repetition. The intervention consisted of systematic review questions ("FlashFisio"), designed according to the principles of spacing, testing, and active recall. Associations between the use of the strategy, participation in tutoring sessions, and academic performance were analyzed. The results demonstrated a statistically significant association between spaced repetition and improved performance in the Digestive and Reproductive systems, as well as positive trends in the Endocrine and Urinary systems. These findings reinforce the potential of spaced repetition to promote long-term knowledge retention and improve learning in highly complex subjects. It is concluded that the structured integration of spaced repetition into Physiology teaching represents a promising pedagogical strategy, contributing to the education of more autonomous, critical, and well-prepared future physicians.