Evaluating the Effectiveness of Songs-Based Recall Strategies Correlated with Short-Term Memory Retention of Mind Rubrics of Repertory in 1st Year BHMS Students

Abstract

Background: Effective learning and retention of Mind rubrics are important in homoeopathic education. First-year BHMS students may experience difficulty recalling abstract repertorial concepts when taught through conventional lecture-based methods. Song-based recall strategies using rhythm, repetition, and emotional association may provide an engaging alternative teaching approach.

Aim: To evaluate the effectiveness of song-based recall strategies in improving short-term memory retention of Mind rubrics of Repertory among first-year BHMS students compared with conventional lecture-based teaching.

Materials and Methods: An interventional, comparative educational study using a pre-test and post-test design was conducted among first-year BHMS students at Ashokrao Mane Homoeopathic Medical College and Hospital, Peth Vadgaon, Maharashtra. A total of 100 students were enrolled and divided into two groups according to roll numbers. Group A received song-based teaching, whereas Group B received conventional lecture-based teaching. A common multiple-choice questionnaire based on 10 selected Mind rubrics from Kent’s Repertory was administered before and after the respective teaching interventions. Pre-test and post-test scores were analyzed to compare the teaching methods. A crossover session was subsequently conducted solely to ensure equitable exposure to both teaching methods; it was not included in the comparative outcome analysis. Student feedback was collected to assess engagement, interest, and perceived recall.

Results: Data from 44 students in Group A and 39 students in Group B were included in the analysis. The mean score in Group A increased from 5.84 to 7.50, a mean improvement of 1.66 marks. In Group B, the mean score increased from 5.95 to 6.56, a mean improvement of 0.61 marks. The reported within-group improvements were statistically significant (Group A: p < 0.001; Group B: p = 0.021). The difference in mean improvement between groups was reported as statistically significant (p = 0.0049). Feedback was received from 98 students, with the majority reporting greater interest, engagement, and recall with song-based learning.

Conclusion: Song-based recall strategies demonstrated greater improvement in post-test scores than conventional lecture-based teaching in this study. The crossover session ensured that all participating students had an opportunity to experience both teaching methods, while comparative analysis focused on the initial teaching interventions. Song-based learning may be a useful adjunct to conventional teaching for learning Mind rubrics in homoeopathic education. Further studies with larger samples and delayed retention assessments are recommended.