Date Posted: July 24, 2026

Author/s: Jenell Y. Oczon-Naldo, MD, Julia M. Abrenica, Anna Andrea A. Alava, Angelo Rayne T. Andam, Kathleen Kate A. Arcinas, Jose Ray II G. Baldoza, Charo G. Bayang, Janina Marie B. Bayongan, Katrina S. Bolhayon, Kristin Angeli B. Bunagan, Naomi Lois C. Camacho, Alexandra Louise R. Castro, Jayrene Grace D. Colis, Mary Angelica S. Cu, Kyle Margot De Ocampo, Van Allen U. Dela Luna, Rachel Anne M. Dipasupil, Faith Christensen M. Eduardo, Czarene Bon Harvey G. Evangelista, Paula Beatrice Z. Floresca, Beah Marie P. Ganarias, Maria Kristina Bernadeth R. Gonzales

Background: Medicine is a challenging field in which students are expected to grasp large volumes of information and continuously evolving concepts, emphasizing the importance of effective study strategies to help students manage the demands of medical education and improve academic outcomes. Only a few local studies have explored the study strategies of medical students in relation to academic performance. This study aimed to identify the relationship between study strategies and exam performance of medical students at FEU-NRMF.

Methods: This cross-sectional study was carried out among second-year medical students at FEU-NRMF School of Medicine during the second semester of AY 2025-2026. The final examination scores in one of the subjects during the first semester were used as the outcome variable. The Study Strategy score was obtained using a 4-point Likert Scale for spaced repetition and reverse scoring for cramming. Mean examination score difference between the two groups was assessed using an independent sample t-test, and potential confounding variables were checked through multiple linear regression.

Results: Among the 128 respondents, 61.7% were classified as Spaced Repetition users, while 38.3% were Crammers. A slightly higher mean examination score (80.34%) was seen in Spaced Repetition users compared to Crammers (79.49%); However, the mean difference between the two groups is small (0.85 percentage points). After controlling for confounding variables, further analysis showed that Study Strategy was not significantly associated with exam performance and explained only 2.8% of the variance in exam scores.

Conclusions: The study found that spaced repetition may have limited effects on the short-term examination performance among medical students. The findings also indicate that, beyond study strategies, academic performance is influenced by many other factors that contribute to examination performance.

Keywords: Study strategies, exam performance, medical students, spaced repetition, cramming