Study skills

How to turn lecture slides into flashcards

A 10-minute method to turn one lecture into recall cards you will actually use.

How to do it

1. Skim the slides and highlight only what you would be asked about.
2. Write one question per highlight, with a short answer.
3. Keep one idea per card. Split long cards.
4. Add a card for each mistake you make in practice questions.

Why it works

Good cards are short and specific. "What does -itis mean?" works better than "Explain inflammation". Make cards from your own course material so they match your exams.

A worked example: one slide, three cards

Imagine a slide titled “Acute kidney injury: causes” with three columns: pre-renal, renal and post-renal. One card asking “List the causes of AKI” is too big to answer well. Split it:

1. “Pre-renal AKI is caused by a problem with what?” Blood flow to the kidneys, for example dehydration or low blood pressure.
2. “Give one post-renal cause of AKI.” A blockage to urine flow, for example an enlarged prostate.
3. “Renal AKI means the damage is where?” In the kidney tissue itself.

Three small cards take less time to review than one big one, and they show you exactly which part you have forgotten.

Rules for cards that work

• One fact per card. If the answer has a list, make one card per item or ask for a single example.
• Ask, don’t tell. Turn statements into questions you must answer from memory.
• Use your own words. Copying the slide word for word makes cards harder to recall.
• Add pictures where they help. A labelled diagram with one label hidden makes a strong card.
• Delete cards you no longer need. A smaller, sharper deck is easier to keep up with.

The 10-minute routine after a lecture

1. Minutes 1–3: skim the slides and highlight what you would expect in an exam.
2. Minutes 4–9: write one short question per highlight.
3. Minute 10: answer them once, straight away, and flag the ones you missed.

Common questions

How many cards per lecture?

Usually 10 to 25. If you have more than that, you are probably copying slides rather than picking what matters.

Should I make cards before or after I understand the topic?

After. Read or listen first, make sure it makes sense, then make cards to keep it.

Can I use cards someone else made?

They can help, but cards made from your own course match your exams better, and making them is itself good practice.

Research behind this guide

• Dunlosky, J. and others (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. doi:10.1177/1529100612453266
• Roediger, H. L. and Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. doi:10.1111/j.1467-9280.2006.01693.x