Table 1.

Learning materials created to teach evidence-based learning (EBL) skills in an undergraduate medical education course in 2019.

Learning materials	Evidence-based learning (EBL) principle	Details	Citations
Overview of EBL principles	Metacognition	1-h introduction by course director to EBL, master-adaptive learner framework, specific learning materials, and how to use them	(Cutrer et al. 2017; Chang et al. 2021; Biwer et al. 2023)
Lecture outlines	Scaffolding to reduce cognitive load; promotes generation and elaboration	Created by instructors for each lecture, meant to guide notetaking and help with synthesis of material by asking students to create lists and fill out tables, concept maps, etc.	(Cornelius and Owen-DeSchryver 2008)
Anki cards	Retrieval practice, spaced learning, interleaving	Electronic flashcards with focused open-ended questions that students answered to test basic understanding of terms and concepts; included recall & application questions; approximately 25 cards created per hour of lecture and available immediately after the lecture. The Anki application (https://apps.ankiweb.net/) is a freely available resource for electronic flashcards that was used due to its built-in spaced learning algorithm. Students were encouraged to add the flashcards for new lectures each day but include flashcards from all prior lectures in their review to promote interleaving of the topics covered within the course (i.e. microbiology, immunology, pathology, and pharmacology).	(Kornell 2009; Rawson and Dunlosky 2011; Deng et al. 2015; Lambers and Talia 2021; Lu et al. 2021)
Self-assessment	Retrieval practice, application of learning	Weekly, containing 20–35 multiple-choice questions on topics students learned that week meant to represent how content would be presented on exams	(Kerfoot et al. 2007; Larsen et al. 2009; Roediger and Butler 2011)
Team-based learning	Retrieval practice, elaboration, spaced learning, transfer	Closed-book session used to apply content that students learned in lectures to clinical scenarios; ungraded but included competition to enhance motivation	(Norman 2009; Krupat et al. 2016; Schmidt et al. 2019; Versteeg et al. 2019)