Medical EducationNCT07835217
Effectiveness of AI-generated Flashcards for Enhancing Learning Outcomes in Undergraduate Biochemistry
A study testing AI-Generated Flashcards and Conventional Teaching in people with Medical Education and Undergraduate Medical Education, run by KMSK GMC Chandrapur at 1 site in India.
Trial summary
This study evaluated the effectiveness of artificial intelligence (AI)-generated flashcards in improving learning outcomes among undergraduate medical students studying biochemistry. Read more about this study
- Who is it for?
- Ages 17 to 25 yearsHealthy volunteers can take part
- Conditions the study is for
- Medical Education, Undergraduate Medical Education
- What is being tested?
- AI-Generated Flashcards and Conventional Teaching
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 150 participants
- Where
- 1 siteIndia
- Study dates
- 21 Sep 2025to 15 Feb 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 17 to 25 years
- All sexes
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effectiveness of AI-generated Flashcards for Enhancing Learning Outcomes in Undergraduate Biochemistry: a Non-randomized Crossover Study
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.
Read the detailed description
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.
- Conditions
- Medical Education, Undergraduate Medical Education
- Being tested
- AI-Generated Flashcards, Conventional Teaching
- Keywords
- Artificial Intelligence, AI-generated Flashcards, Undergraduate Medical Students, Competency-Based Medical Education (CBME), Biochemistry Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
AI-Generated FlashcardsBehavioural
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 TeachingBehavioural
Conventional teaching consisted of routine instructional methods used in undergraduate biochemistry education, including faculty-led lectures, standard study materials, and classroom-based learning activities.
| Study group | Role | What they receive |
|---|---|---|
| AI Flashcards → Conventional Teaching | Experimental | 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. Receives: Behavioral: AI-Generated Flashcards; Behavioral: Conventional Teaching |
| Conventional Teaching → AI Flashcards | Active comparator | 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. Receives: Behavioral: AI-Generated Flashcards; Behavioral: Conventional Teaching |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: Immediately after completion of the educational intervention (same day).
Secondary outcomes (1)
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.
Measured: 4 weeks after intervention completion.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Sep 2026
- Study start21 Sep 2025
- Primary completion15 Jan 2026
- Study completion15 Feb 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Medical EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Crossover
- Model description
- This was a prospective, non-randomized, two-sequence crossover educational intervention study conducted among first-year MBBS students. Participants were divided into two groups. During the first study period, one group received AI-generated flashcard-based learning while the other received conventional teaching. Following completion of assessments, the groups crossed over and received the alternate educational intervention. Learning outcomes were evaluated using pre-tests, post-tests, and retention assessments.
- Masking
- None (open label)
- Enrolment
- 150 participants (actual)
Sponsor and investigators
- Lead sponsor
- KMSK GMC Chandrapur
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Nadia Noor Ali, KMSK GMC Chandrapur
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07835217
- Sponsor's protocol ID
- Ethical Committee/26/2026
- Other IDs
- REF/2026/07/136981
- Status last verified
- Sep 2026
- First submitted
- 14 Sep 2026
- Last updated
- 22 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data generated during the current study will not be publicly available because the dataset contains educational assessment information and participant confidentiality must be maintained.
Publications
Lee H, Bae YJ, Choi YJ. Generative artificial intelligence and the future of medical education: opportunities and challenges. Korean Journal of Medical Education. 2024;36(1):1-10.
Study at a glance
From the registry record, last updated by the sponsor on 22 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of AI-generated Flashcards for Enhancing Learning Outcomes in Undergraduate Biochemistry: a Non-randomized Crossover Study
- ClinicalTrials.gov ID
- NCT07835217
- Acronym / sponsor ID
- Ethical Committee/26/2026
- Conditions
- Medical Education, Undergraduate Medical Education
- Keywords
- Artificial Intelligence, AI-generated Flashcards, Undergraduate Medical Students, Competency-Based Medical Education (CBME), Biochemistry Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 150 participants (actual)
- Lead sponsor
- KMSK GMC ChandrapurUniversity, hospital or other
- Study start
- 21 Sep 2025 (actual)
- Primary completion
- 15 Jan 2026 (actual)
- Study completion
- 15 Feb 2026 (actual)
- First posted
- 22 Sep 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
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 design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Crossover
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This was a prospective, non-randomized, two-sequence crossover educational intervention study conducted among first-year MBBS students. Participants were divided into two groups. During the first study period, one group received AI-generated flashcard-based learning while the other received conventional teaching. Following completion of assessments, the groups crossed over and received the alternate educational intervention. Learning outcomes were evaluated using pre-tests, post-tests, and retention assessments.
| Arm | Type | Receives |
|---|---|---|
| AI Flashcards → Conventional Teaching | Experimental | Behavioral: AI-Generated Flashcards, Behavioral: Conventional TeachingParticipants 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. |
| Conventional Teaching → AI Flashcards | Active comparator | Behavioral: AI-Generated Flashcards, Behavioral: Conventional TeachingParticipants 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. |
Who may qualify
- Ages
- 17 to 25 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (4 listed)
- 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.
Key exclusion criteria (4 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| AI-Generated FlashcardsAI-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. | Behavioural | AI Flashcards → Conventional Teaching, Conventional Teaching → AI Flashcards |
| Conventional TeachingConventional teaching consisted of routine instructional methods used in undergraduate biochemistry education, including faculty-led lectures, standard study materials, and classroom-based learning activities. | Behavioural | AI Flashcards → Conventional Teaching, Conventional Teaching → AI Flashcards |
Primary outcome
Immediate Post-Test Score
Time frame: 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.
1 secondary outcome
Knowledge Retention Score
Time frame: 4 weeks after intervention completion.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Sep 2026.
- BackgroundLee H, Bae YJ, Choi YJ. Generative artificial intelligence and the future of medical education: opportunities and challenges. Korean Journal of Medical Education. 2024;36(1):1-10.
- Individual participant dataSharing planned: No. Individual participant data generated during the current study will not be publicly available because the dataset contains educational assessment information and participant confidentiality must be maintained.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing AI-Generated Flashcards and Conventional Teaching in people with Medical Education and Undergraduate Medical Education, run by KMSK GMC Chandrapur at 1 site in India.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 22 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in India. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Immediate Post-Test Score (time frame: Immediately after completion of the educational intervention (same day).). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07835217, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 22 Sep 2026; AzTrials last refreshed its copy on 3 Nov 2026.