Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

Abstract

Background: Traditional teaching methods via faculty lectures lacked interactivity, as seen with text-based materials. Hence, this research aimed to compare the effectiveness of story-based audio-visual mnemonics and conventional text reading methods on medical students’ memory consolidation. Methods: A single-center, systematic random sampling, single-blinded, controlled study was conducted among 80 medical students in year one. The students were randomly assigned to the text-based (control) or story-based audio-visual mnemonics (intervention). Then, a test was held immediately, consisting of ten multiple-choice questions and ten oral recall keywords based on the topic given. The test was repeated in one week, two weeks, and four weeks later. Both descriptive and inferential statistics were utilized. The mean score difference between the audiovisual mnemonic and control groups was determined using a two-tailed unpaired t-test. Results: This study found that participants who underwent a story-based audiovisual mnemonics method had statistically significant higher marks in the single-response answer questions compared to participants who undergone a text reading method. The audiovisual group also spent a statistically significant shorter time to recall in the oral recall test in comparison to the control group. In conclusion, story-based audio-visual mnemonics are more effective in medical student’s memory retention compared to the conventional text reading method.

Improved delayed recall of neurological knowledge with greater satisfaction using visual mnemonics

“…This study was pivotal in comparing visual mnemonics against word mnemonics in medical students, whereas previous research has compared visual mnemonics to a control group only 1,[6][7][8][10][11][12][13] . Word mnemonics are a common method of learning, so comparing its e cacy to visual mnemonics was highly relevant.…”

“…For this, the following databases MEDLINE, PsychINFO, ERIC, CINAHL, PubMed and Google Scholar (supplementary search) were used, along with search terms combinations of 'mnemonic(s)', 'memory aid', 'word mnemonic(s)', 'visual mnemonic(s), 'picture mnemonic(s), 'pictorial mnemonics' with 'medicine', 'medical', 'medical student', 'doctor'. Of these, a handful of papers looked at mnemonic learning with medical students, where the focus was on comparing word mnemonics against non-mnemonic controls with favourable outcomes 1,[5][6][7][8][9][10][11][12][13] . There were no studies performed where the students learnt the same material using different mnemonic subtypes.…”