Exploring the effectiveness and awareness of Anki flashcard application on medical student’s academic performance: a cross-sectional study from Saudi Arabia

Background AFC flashcards (AFC) is a widely used digital flashcard application that allows users to create personalized flashcards, track progress, and receive feedback. A growing number of medical students at Alfaisal University have integrated AFC into their study routines. This study explores how medical students utilize AFC to learn and retain medical knowledge, and whether it helps grasp both pre-clinical and clinical concepts. Methods A cross-sectional study was conducted using a validated self-administered questionnaire distributed to medical students from 1st to 6th year at Alfaisal University. A representative sample of 302 participants was calculated from an estimated population of 1400 medical students (95% confidence level, 5% margin of error). The questionnaire assessed AFC awareness, frequency of use, preferred features, and self-reported academic performance. Ethical approval was obtained (IRB No. 20248), and anonymity was ensured. Results Of 306 surveyed students, students used AFC more frequently for memorization-based and basic science subjects. The primary self-reported benefit was information retention (89.1%), while the main barriers were time commitment (73.7%) and software unfamiliarity. Although a majority of AFC users perceived a positive association between AFC use and academic performance, multiple linear regression analysis revealed no statistically significant association between AFC use and CGPA (β = 0.04, 95% CI: −0.08 to 0.16, p = 0.52). These findings should be interpreted with caution given the cross-sectional design and reliance on self-reported data. Conclusions This study demonstrates the widespread use of AFC among medical students at Alfaisal University and its perceived benefits for learning and retention. While a significant correlation between AFC use and higher CGPA was not established, AFC may serve as a valuable supplementary tool for medical students, particularly for memorization-based subjects. Further research is needed to explore optimal AFC use and its impact on academic outcomes in broader medical student populations.