Short-term memory is a vital cognitive function that enables individuals to process and retain information for immediate use. It plays a central role in academic learning, particularly for medical students who are required to absorb and recall vast amounts of data within limited time frames. The efficiency of short-term memory depends on capacity, duration, and encoding (1,2). Encoding methods, especially those involving multi-sensory inputs, have been shown to influence memory retention. Audio-visual encoding, which integrates auditory and visual stimuli, can support learning through complementary processing channels (3,4). Auditory encoding is the process by which sounds are transformed into meaningful units that can be stored and processed in memory. It plays a crucial role in auditory short-term memory because it allows the brain to convert raw sound waves into recognizable patterns such as words, voices, or melodies. This encoding relies heavily on phonological processing, where speech sounds are organized and rehearsed in the phonological loop of working memory. Neural regions like the superior temporal gyrus (5,6) and inferior parietal lobe are central to this mechanism, helping us retain and comprehend spoken information for a few seconds long enough to interpret, repeat, or respond (7). In essence, auditory encoding is the gateway that makes listening and understanding possible. Working-memory research also indicates that grouping information into meaningful units, or chunking, can increase the amount of information that can be handled during short-term processing (8,9). In the context of medical education, where students are exposed to complex terminologies, diagrams, and auditory instructions, auditory tasks may provide a useful strategy for supporting learning and recall. The present study was conducted among undergraduate students of BRIMS Bidar to evaluate the role of auditory encoding in improving short-term memory performance. By employing structured tasks that involves auditory elements, the research aims to assess whether such interventions can enhance memory span and retention capacity. The findings of this case study may provide valuable insights into the application of auditory methods in medical education, offering practical approaches to improve cognitive efficiency and academic performance.

The present study was conducted in the Department of Physiology, Bidar Institute of Medical Sciences (BRIMS), Bidar, Karnataka. A total of 144 healthy MBBS students aged 18–25 years volunteered to participate. Demographic details, medical history, and clinical examination were recorded to exclude neuropsychiatric disorders, hearing impairment, head injury, or drug history involving psychotropics. Only right-handed students with good command of English were included, while left-handed individuals were excluded to avoid cognitive bias. Participants provided informed consent, and all assessments were conducted in the forenoon after breakfast. Short-term memory (STM) was evaluated using auditory tasks. Auditory tasks included a Word Recall Test (six trials of 15 familiar words) and a Digit Span Test (sequences of 2–9 digits). There were 8 items and each item consisted of two trials. The digit strings were increased in length with each trial. The participants heard a sequence of digits and were then immediately prompted to verbally repeat the sequence which was heard. If participants gave correct response, it was scored as 1 point. Incorrect or no response was scored as 0 point. Item score was sum of scores on the two trials for that item. DSF total raw score was obtained by summing the item scores on DSF. After baseline testing, students underwent 30 minutes of training in encoding strategies: chunking (grouping related items, e.g., fruits or digit clusters) and mental association (linking items by meaning or similarity). Post-testing was conducted using the same tasks, and participants noted the methods they applied. Scoring was standardized: one mark for each correct recall, zero for incorrect. Pre- and post-test scores were compared to evaluate the effectiveness of auditory encoding in enhancing STM among BRIMS students. Statistical Analysis Data collected from 144 medical students of BRIMS Bidar was entered into Microsoft Excel and analyzed using SPSS version 24.0 (IBM, USA). Qualitative variables were expressed as percentages and proportions, while quantitative variables were summarized as mean ± standard deviation (SD). Pre- and post-test scores for auditory tasks were compared within the same group using the paired t-test, to assess whether the mean difference after training in encoding methods was statistically significant between-group comparisons. Descriptive statistics for each variable were presented in terms of mean, SD, and standard error of mean (SEM). Sample size (n=144) was calculated using Statulator software, achieving 80% power to detect a mean difference of 2 with SD of 8.5 at a significance level of 0.05 for a two-sided paired t-test design. A p-value <0.05 was considered statistically significant, while p<0.001 was considered highly significant. This statistical framework allowed evaluation of the effectiveness of auditory encoding methods in enhancing short-term memory among BRIMS students.

In this case study, short-term memory performance among BRIMS students improved significantly after training in encoding methods. Auditory digit span scores increased from a mean ± SD of 9.28 ± 0.64 to 15.27 ± 0.42 (p<0.01) (Table 4, Figure 4). The auditory-word test also produced a statistically significant improvement in memory performance. The mean score increased from 8.95 to 13.53, with a highly significant p-value (<0.01) (Table 3, Figure 3), demonstrating the significant improvement in short-term memory status and suggesting that concrete stimuli are more effectively encoded.

Table 1: Age-wise distribution of subjects

Table 2: Sex-wise distribution of subjects

Table 3: Comparison of memory status before (pre-test) and after (post-test) application of memory encoding methods in auditory-word test

Table 4: Comparison of memory status before (pre-test) and after (post-test) application of memory encoding methods in auditory-digit span test

Figure 1: Age-wise Distribution of Subjects.

Figure 2: Sex-wise Distribution of Subjects.

Figure 3: Graphical Representation of Memory Status Before and After Application of Memory Encoding Methods in Auditory-Word Test.

Figure 4: Graphical Representation of Memory Status Before and After Application of Memory Encoding Methods in Auditory-Digit Span Test.

Overall, the findings highlight that auditory encoding, particularly chunking and mental association, significantly enhance short-term memory retention. The case study emphasizes the value of structured encoding methods in medical education, where rapid assimilation of information is essential.

The marked improvement in auditory digit span may be explained by the use of chunking and other organizational encoding strategies, which are consistent with present perspectives on working-memory capacity and cognitive load (10,11).

The present case study demonstrated that auditory encoding methods significantly improved short-term memory performance among BRIMS medical students. Digit span also showed remarkable improvement in short term memory status, reflecting the utility of chunking strategies in handling sequential information. This study emphasizes the importance of structured encoding methods in medical education, where students must process large volumes of information efficiently. Auditory encoding training strategies can be incorporated into teaching practices to strengthen cognitive performance and academic outcomes. Furthermore, simple auditory tasks can serve as bedside tools to assess memory status in healthy individuals and differentiate them from neurodegenerative conditions such as Alzheimer’s disease or Parkinson’s disease.

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