http://orcid.org/0000-0002-8535-0776
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Abstract
Medical students employ various study strategies to master large amounts of information during their medical education. Digital flashcards are an interactive, self-directed study stool that may improve knowledge retention by combining the principles of active recall and spaced-repetition. They may be studied during and beyond undergraduate medical education. However, making flashcards can be an onerous task. In this article, we describe twelve tips on how to establish and maintain a collaborative digital flashcard project based on the undergraduate medical curriculum.
Acknowledgments
The authors would like to acknowledge past and present members of the Dalhousie Flashcard Project (#DalFCPro) for making the project a success.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
Additional information
Notes on contributors
Michael Hart-Matyas
Michael Hart-matyas, PhD, is a member of the Class of 2018, Dalhousie University Medical School, and an ongoing member of the Dalhousie Flashcard Project.
Alexandra Taylor
Alexandra Taylor, BSc, is a member of the Class of 2018, Dalhousie University Medical School, and a former member of the Dalhousie Flashcard Project.
Han Joo Lee
Han Joo Lee, BSc, is a member of the Class of 2018, Dalhousie University Medical School, and a former member of the Dalhousie Flashcard Project.
Mark A. Maclean
Mark A. Maclean, MSc, is a member of the Class of 2018, Dalhousie University Medical School, and a former member of the Dalhousie Flashcard Project.
Amaris Hui
Amaris Hui, BSc, is a member of the Class of 2018, Dalhousie University Medical School, and a former member of the Dalhousie Flashcard Project.
Anna Macleod
Anna Macleod, PhD, is an Associate Professor & Director, Education Research, Division of Medical Education, Department of Medicine (Cross-Appointment), Faculty of Medicine, Dalhousie University.