Pharmacology forms a fundamental component of medical training, underpinning safe and effective prescribing. Nevertheless, medical students frequently report uncertainty regarding their confidence and competence in pharmacology. Despite growing efforts to enhance student performance, there is limited evaluation of how students approach learning, retaining, and applying pharmacological knowledge. A mixed-methods, student-centered strategy was implemented to design and assess targeted resources addressing gaps in pharmacology education. This approach included an anonymised scoping survey followed by semi-structured focus group interviews. Subsequently, a flashcard-based intervention was created to facilitate long-term revision for both academic and clinical success. The resource was distributed to a cohort of 100 graduate-entry preclinical medical students, who were invited to provide feedback through a follow-up anonymous survey at the end of the year. The scoping survey obtained 103 complete responses. Data from surveys and focus groups indicated that only 50% of students maintained ongoing revision practices. Within this cohort, the evidence-supported method of spaced repetition was highly valued. Consequently, we developed a tailored resource using Anki™, an open-source, spaced repetition flashcard platform. A total of 1,208 flashcards covering 156 distinct drug classes, accompanied by summary tables, diagrams, and explanatory videos, were produced. Evaluation demonstrated that students appreciated the “comprehensive” and “well-formatted” Anki™ resource, which complemented existing teaching, with an overall rating of 3.8/5.Customised and strategically designed resources for pharmacology education, supporting both in-semester revision and long-term retention, are highly valued by students for exam preparation and readiness for clinical practice. These findings reflect an innovative approach to identifying and addressing gaps in existing learning tools in a manner that is inclusive of student needs.
