Unveiling Effective Learning Strategies: A Randomized Controlled Trial Comparing Audiovisual Mnemonics and Text Reading for Memory Retention in Medical Students

Abstract

Background: Learning with videos activates one’s sensory of sight and hearing, while learning with mnemonics helps one remember things more efficiently. Combining both audiovisual and mnemonic learning helps medical students to retain knowledge and gives better illustration and clarity towards learning compared to learning using text reading alone. This randomized control trial aimed to compare the learning with audiovisual mnemonic and text reading in enhancing memory retention and their satisfaction and engagement towards the study method. Methods: A total of 64 students were randomized, with 32 in the intervention group (audiovisual mnemonic) and 32 in the control group (text reading). Memory retention was assessed by employing multiple choice questions. Moreover, satisfaction and engagement towards the studying method was also assessed. Mann-Whitney U test and Fried man test were calculated. Results: It was observed that there is no significant difference of memory retention score between audiovisual mnemonic learning and text reading. However, it is worth noting that memory retention significantly improved over time within the audiovisual mnemonic group. Conclusion: Employing audiovisual mnemonic strategies seems to offer distinct advantages for medical students, as it improves their memory retention while also enhancing their satisfaction and engagement with the learning approach.