Usage of Spaced Repetition Flashcards to Improve Educational Outcomes in Microbiology

Introduction: Spaced repetition flashcards and other instructor-made resources are beneficial tools for students in content-dense introductory courses, particularly in the sciences. This study seeks to evaluate whether instructor-made, spaced repetition flashcards affect students' performance on the exams and their self-concept as it pertains to a newly introduced discipline (microbiology). Methods: Students enrolled in a bachelor's level introductory microbiology course utilized a spaced repetition flashcard software to scaffold their review of course material productively. Exam scores and student perceptual data from institutionally validated surveys were then compared using parametric T-testing. Results: While overall performance on the exams was unchanged (p = 0.2657), there were significant changes in student perception. Most notably, students' confidence in their ability to succeed improved (p = 0.0066), along with their belief that the course made them think like a microbiologist (p = 0.0011). They also felt that this was an effective instructional approach (p = 0.0076). Conclusion: These results suggest that students can better engage with and feel confident in understanding the material presented, even if their exam scores did not drastically improve. Further studies should evaluate how resources like the one trialed here can be implemented to improve students' self-concept and learning.