Using Anki and its association with recall and study practices among medical students in Jordanian universities: a cross-sectional study

To evaluate the prevalence and perceived effectiveness of Anki among medical students in Jordan, focusing on its usage for key subjects such as pathology, pharmacology, microbiology, and anatomy. This cross-sectional, questionnaire-based study was conducted among medical students from multiple universities in Jordan. Participants were recruited using a convenience sampling approach through academic and social media platforms over 6 months from October 2024 to May 2025. The inclusion criteria were: current enrollment in a Jordanian medical school, age ≥ 18 years, and consent to participate. The survey included six domains: demographic information; patterns and frequency of Anki usage; subject-specific use of Anki in pathology, pharmacology, microbiology, and anatomy; reasons for using Anki; comparison with traditional study tools; and perceived challenges. Data were analyzed with SPSS version 23 using descriptive statistics, Chi-square tests, and logistic regression. A total of 318 medical students were enrolled in the study. Participants were approximately evenly distributed by gender (M:167/318, 52.5%, F:151/318, 47.5%) and across all academic years; the fifth year was the highest proportion (101/318, 31.8%). Only 80/318 (25.2%) of students reported using Anki, specifically for pharmacology (75.9%) and pathology (73.4%), while the majority (238/318, 74.8%) used traditional methods. Anki users more frequently reported academic scores above 90% compared with non-users (21.3% vs. 13.9%); however, this association was not statistically significant (OR = 3.93, 95% CI: 0.50–31.24; p = 0.195). Half of users (50%) utilized Anki for USMLE exam preparation. Anki users perceived that Anki improved their academic performance (82.5%) and found it more effective for long-term retention, particularly for daily use, and a higher number of review cards. The findings suggest that Anki is associated with higher perceived benefits for content-heavy subjects such as pharmacology and pathology, supporting self-reported academic improvement through its evidence-based principles of spaced repetition and active recall. However, the platform’s cognitive and time demands, along with technical issues and the potential for burnout, highlight the need for structured guidance and institutional support.