Trial reportBMC medical education2025
Teaching infectiology through electronic adaptative flashcards on mobile phones to medical residents: randomized controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFlashcards applications are getting more and more popular among medical students. They rely on principles that have been largely proven in different studies. However, there is very limited data on their benefits in real life conditions. While infectiology is a difficult topic for medical interns, the proper use of antibiotics represents a major public health issue.
objectiveEvaluating the benefits of Flashcards (FC) for learning infectiology.
methodsThis was a prospective study conducted among residents from intensive care - anesthesiology and emergency specialties in the north-west quarter of FranceAll residents included received infectiology courses in the form of a slide show by email. They were then randomized in a 1:1 fashion into two closed online user groups unblinded. The first group received online slide shows only. The second group was invited to join a FC application for mobile phones (Brainscape®). The progression of each group was measured through an online test at 3 and 6 months.
resultsOne hundred eighty-eight students were included in this study, 95 in the FC group and 93 in the control group. Within the FC group: 67% (n = 64 students) logged on to the application, mean of FC used: 50, median of FC used: 40. There was a significant attrition bias: of the 188 residents included, only 45% (n = 85) responded to the final test. There was no significant difference between the two groups in test results at 6 months (14.50 ± 4.18 / 28 [n = 44] vs 13.05 ± 5.12 / 28, [n = 41]; p = 0.19, in the FC and control groups respectively; IC
conclusionFlashcards enhance elements essential to learning such as regularity and personal involvement. The lack of significance of this study may be attributable to a lack of use of the tool by the students as it was purely voluntary and there was no validating final exam, which did not allow its beneficial effects on learning to be maximized.
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