Effectiveness of AI-generated Flashcards for Enhancing Learning Outcomes in Undergraduate Biochemistry

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.

Inclusion criteria

• 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.

Exclusion criteria

• 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.