Purpose
Given the rigorous academic demands of medical school, students turn to supplemental study tools to maximize learning and minimize study time. Anki, an AI-powered flashcard software, has gained widespread use among medical students due to its unique spaced repetition algorithm. This study investigated Anki's utilization and perceived effectiveness among first and second-year osteopathic medical students at ATSU-KCOM.

Methods
A mixed-method approach was utilized. A voluntary survey with multiple-choice and open-ended questions was emailed to the DO class of 2027 and 2028. The survey collected data on perceived academic performance, study habits, and Anki usage.

Results
110 out of 165 second-year medical students participated. Most participants (95.45%) expressed neutral or positive attitudes about their academic performance and reported studying an average of 324 minutes daily. Students who primarily use Anki spend 20 fewer minutes per day studying than non-users (Replied "No" std dev = 155.67, Replied "Yes" std dev = 108.11). Most participants (76.36%) use Anki regularly, and 52.73% rely on it as their primary study tool. Participants reported that they find Anki most beneficial in subjects like Histology/Pathology and Anatomy, while it is less valuable in hands-on subjects like Ultrasound and Osteopathic Theory. Most participants (84%) reported that Anki improved their academic performance on quizzes and exams.

Conclusions
Anki is a valuable tool for second-year DO students at ATSU-KCOM. Data analysis indicates students who use Anki spend less time studying and feel they score better on exams after using it. The survey results reflect Anki's impact in promoting positive academic outcomes, making it a worthwhile investment of time and effort. In Spring 2025, data collected from first-year students will be analyzed.