Perceptions and use of evidence-based revision methods among undergraduate medical students Authors Qurat-Ul-Ain Ashfaq Department of Physiology, Shifa College of Medicine, Islamabad, Pakistan Taymmia Ejaz Department of Medicine, Aga Khan University Hospital, Karachi, Pakistan Maria Hasan Baloch Department of Biochemistry, Shifa College of Medicine, Islamabad, Pakistan Kamil Asghar Imam Department of Physiology, Quetta Institute of Medical Sciences, Quetta, Pakistan DOI: https://doi.org/10.47391/JPMA.9307 Keywords: Medical education, Undergraduate, Learning strategies, Evidence-based revision methods, Active recall Abstract Objectives: To assess awareness, perceptions and use related to evidence-based revision methods by undergraduate medical students. Method: The descriptive cross-sectional study was conducted in three medical colleges of Rawalpindi-Islamabad, Pakistan, from December 01, 2019, to January 31, 2020, after approval from the ethics review committee of Army Medical College, Rawalpindi. The sample comprised undergraduate medical students of either gender. Data was collected online using a 10-item standardised questionnaire. Students were asked about the revision methods they used routinely and their perceptions of conventional and evidence-based revision methods. Data was analysed using SPSS 23. Results: Of the total 136 respondents, 92(67%) were females and 44(32.3%) were male students. The response from pre-clinical and clinical years was 67 (50.7%) and 69(49.2%), respectively. Highlighting was the most widely used revision method among students (70 students, 51%), followed by re-reading important points (65 students, 47.7%). 126 students (92%) had the opinion that conventional revision methods were effective learning tools. Only 52 students (38.2%) were aware of the term ‘evidence-based revision methods’. Digital tools based on principles of evidence-based revision were used by a minority of students which included use of online question banks by 21 students (15.4%), osmosis by 40 students (29.4%), sketchy pharma by 35 students (25%), flashcards by 19 (14%) and picmonic by only 3 (2.2%). More than 80% (114 students) responded that they wanted evidence-based revision methods to be incorporated into curriculum, and 85% (116 students) said they would like to have a workshop on these techniques. Conclusion: Most medical students were not aware of and were not using evidence-based revision methods, and relied on conventional revision tools. They were, however, eager to learn about newer revision strategies. Key Words: Medical education, Undergraduate, Learning strategies, Evidence-based revision methods, Active recall. Downloads Full Text Article Published 2024-02-11 How to Cite Ashfaq, Q.-U.-A., Ejaz, T., Baloch, M. H., & Asghar Imam, K. (2024). Perceptions and use of evidence-based revision methods among undergraduate medical students. Journal of the Pakistan Medical Association, 74(3), 499–503. https://doi.org/10.47391/JPMA.9307 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Issue Vol. 74 No. 3 (2024): MARCH Section RESEARCH ARTICLE License Copyright (c) 2024 Journal of the Pakistan Medical Association This work is licensed under a Creative Commons Attribution 4.0 International License.