Effectiveness of AI-generated Flashcards for Enhancing Learning Outcomes in Undergraduate Biochemistry: a Non-randomized Crossover Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 150
- 试验地点
- 1
- 主要终点
- Immediate Post-Test Score
研究概览
简要总结
This study evaluated the effectiveness of artificial intelligence (AI)-generated flashcards in improving learning outcomes among undergraduate medical students studying biochemistry. AI-generated flashcards were developed using generative AI tools and incorporated into teaching sessions on selected biochemistry topics.
A prospective non-randomized crossover study was conducted among first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at KMSK Government Medical College, Chandrapur, India. Participants received instruction through both AI-generated flashcards and conventional teaching methods in different study periods. Learning outcomes were assessed using pre-tests, post-tests, and delayed retention tests. Student perceptions regarding the usefulness, engagement, and acceptability of AI-generated flashcards were also evaluated.
The study aimed to determine whether AI-generated flashcards could enhance immediate knowledge acquisition and long-term retention compared with conventional teaching methods in undergraduate biochemistry education.
详细描述
Background
Biochemistry is a foundational subject in undergraduate medical education; however, students often perceive it as content-heavy and difficult to retain. Active learning strategies have been shown to improve student engagement and knowledge retention. Artificial intelligence (AI) has emerged as a promising educational tool capable of generating customized learning resources such as flashcards, quizzes, and summaries.
AI-generated flashcards may facilitate active recall, spaced repetition, and self-directed learning. However, evidence regarding their effectiveness in undergraduate medical education remains limited, particularly in the field of biochemistry.
Objective
To evaluate the effectiveness of AI-generated flashcards in improving learning outcomes and knowledge retention among undergraduate medical students studying biochemistry.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- None
盲法说明
Due to the nature of the educational intervention, participants and investigators were aware of the assigned instructional method. No masking was performed.
入排标准
- 年龄范围
- 17 Years 至 25 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •First-year MBBS students enrolled at KMSK Government Medical College, Chandrapur.
- •Students attending biochemistry teaching sessions during the study period.
- •Students willing to participate and providing written informed consent.
- •Students available for both intervention periods and outcome assessments.
排除标准
- •Students who declined to participate.
- •Students absent during either intervention session or outcome assessment.
- •Students who did not complete the study procedures or required assessments.
- •Students with incomplete questionnaire or test data.
研究组 & 干预措施
AI Flashcards → Conventional Teaching
Participants initially received instruction using AI-generated flashcards for the assigned biochemistry topic. Following completion of assessments, participants crossed over and received conventional teaching for the alternate topic.
干预措施: AI-Generated Flashcards (Behavioral)
AI Flashcards → Conventional Teaching
Participants initially received instruction using AI-generated flashcards for the assigned biochemistry topic. Following completion of assessments, participants crossed over and received conventional teaching for the alternate topic.
干预措施: Conventional Teaching (Behavioral)
Conventional Teaching → AI Flashcards
Participants initially received conventional teaching for the assigned biochemistry topic. Following completion of assessments, participants crossed over and received AI-generated flashcard-based learning for the alternate topic.
干预措施: AI-Generated Flashcards (Behavioral)
Conventional Teaching → AI Flashcards
Participants initially received conventional teaching for the assigned biochemistry topic. Following completion of assessments, participants crossed over and received AI-generated flashcard-based learning for the alternate topic.
干预措施: Conventional Teaching (Behavioral)
结局指标
主要结局
Immediate Post-Test Score
时间窗: Immediately after completion of the educational intervention (same day).
Student performance measured using a standardized post-test administered immediately after completion of each educational intervention (AI-generated flashcards or conventional teaching).Scores range from 0 to 20, with higher scores indicating better learning performance.
次要结局
- Knowledge Retention Score(4 weeks after intervention completion.)
研究者
Nadia Noor Ali
Assistant Professor
KMSK GMC Chandrapur