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.
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. Study Design This was a prospective, non-randomized, two-sequence crossover educational intervention study conducted among first-year MBBS students at KMSK Government Medical College, Chandrapur, Maharashtra, India. Participants were exposed to both instructional approaches during different study periods: AI-generated flashcard-based learning Conventional teaching methods A crossover design was used to minimize inter-group variability and allow participants to experience both educational interventions. Intervention AI-generated flashcards were created using generative artificial intelligence tools and aligned with the competency-based medical education (CBME) curriculum. Flashcards were designed to reinforce key concepts through active recall and self-assessment. The comparator consisted of conventional teaching approaches routinely used in the department, including lectures and standard study materials. Outcome Measures Primary Outcome Immediate post-intervention learning performance measured using standardized post-test scores. Secondary Outcomes Knowledge retention measured through delayed retention tests. Student perceptions regarding usefulness, engagement, satisfaction, and acceptability of AI-generated flashcards. Comparative effectiveness of AI-generated flashcards versus conventional teaching methods. Study Population The study included first-year MBBS students who provided informed consent to participate. Significance This study provides evidence regarding the educational value of AI-generated learning tools in undergraduate medical education and may inform future integration of artificial intelligence into biochemistry teaching and learning practices.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
150
AI-generated flashcards developed using generative artificial intelligence tools were used to facilitate active recall, self-assessment, and reinforcement of key biochemistry concepts. The flashcards were aligned with the undergraduate medical curriculum and provided to students as a supplementary learning resource.
Conventional teaching consisted of routine instructional methods used in undergraduate biochemistry education, including faculty-led lectures, standard study materials, and classroom-based learning activities.
KMSK GMC Chandrapur
Chandrapur, Maharashtra, India
Immediate Post-Test Score
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.
Time frame: Immediately after completion of the educational intervention (same day).
Knowledge Retention Score
Student performance measured using a delayed retention test. It was conducted 4 weeks after the completion of intervention. Case based questions were also included. Scores range from 0 to 20, with higher scores indicating better knowledge retention.
Time frame: 4 weeks after intervention completion.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.