ArticlePloS one2026
An evaluation of an educational intervention for improving concussion knowledge among medical students.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThere are significant gaps in concussion education in the undergraduate medical curriculum, contributing to poor concussion management in clinical practice.
objectiveThe purpose of the current study is to evaluate the effectiveness of an educational intervention for improving concussion knowledge among undergraduate medical students.
methodsAn interventional pre-post study was conducted wherein participants first completed a pre-survey, followed by a didactic lecture about concussions and two post-surveys; one assessing short-term knowledge retention (within 48 hours of the lecture delivery) and long-term knowledge retention (within 2 weeks of the lecture delivery).
resultsA one-way ANOVA showed a statistically significant difference in concussion knowledge scores between the three time points, F(2, 156) = 77.38, p < .001, with the mean score for the pre-lecture group being significantly lower than both the immediate and the two-week post-lecture groups (p < .001). There was no statistically significant difference between the immediate and two-week post-lecture groups (p = .975, 95% CI = [-.57, .68]), suggesting knowledge retention over time.
conclusionThe improvement in concussion knowledge scores following a didactic lecture demonstrates the importance of the inclusion of teaching time dedicated to concussion education, which may in turn, contribute to improvements in clinical care and patient satisfaction.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.