Memorizing sets of items It is often useful to memorize a set of items. Many times ordering is not important and we need to memorize a lot of sets. I already know a method for
memorizing lists where we memorize an item for each number and then create crazy associations between the new items and our memorized list of items. This method is not so good when we want to memorize e.g.

DivisionA = { John, Robert, Alex, Arnold, Sarah }
DivisionB = { another 5 names }
DivisionC = { another 5 names }
...
DivisionX = { another 5 names }


This is only a possible example. The sets can change during time, so the memory technique should be flexible. There are a lot of real life examples where is it useful to memorize a set, e.g. a doctor could learn a set of side effects of certain drug. A historian could learn family members of certain king. A movie-expert would like to remember filmography of certain director. There are a lot of such examples when people desire to remember higher number of sets.

Another technique that I don't find much smart is suggested here as converting the set to the list and then memorizing the successors of individual items with spaced repetition. Though, converting to some kind of ordering or association with something else seems to be unavoidable. The bad part is actually the pure memorization.

The disadvantage of the method of loci is that we have to memorize many locations (prepare them in advance) before we can store items to discrete places in that locations. Maybe this technique could be improved in some way.

Which memory techniques are appropriate for this task?
It should have long time retention, good recall, be dynamic (sets can change a little during time).
The literature generally provides strong support for the use of self-testing in cases like this, particularly via the use of flash cards (Karpicke and Roediger, 2008). The efficacy of self-testing for facilitating learning of arbitrary or complex sets of items has been suggested to be driven largely by the combination of two effects: the generation effect (Slamecka and Graf, 1978) captures the tendency for active retrieval of memory (e.g. fill-in-the-blank) information to increase the probability of successful future recall, as well as the spacing effect (Donovan and Radosevich, 1999), which captures the tendency for learning at a moderate intensity over time to outperform learning all at once.
References

Donovan, J. J., &amp; Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84, 795-805.
Karpicke, J. D., &amp; Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. doi:10.1126/science.1152408
Slamecka, N. J., &amp; Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of experimental Psychology: Human learning and Memory, 4(6), 592-604.