ArticleFrontiers in medicine2026
Enhancing long-term knowledge retention in undergraduate stroke education through virtual simulation: a randomized study.
Article in Frontiers in medicine, 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
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Virtual simulation is increasingly used in undergraduate medical education, but its value for long-term retention in stroke teaching remains unclear. This trial compared virtual simulation-based teaching with conventional bedside teaching in undergraduate stroke education. Methods: This was a single-center, prospective, parallel-group, randomized educational trial with a 1:1 allocation ratio. Fourth-year undergraduate medical students were assigned to a simulation group or a conventional group. Both groups received the same didactic teaching followed by practical training in different formats with equal teaching hours. Outcomes were assessed 1 day before the module, 1 day after the module, and 10 months later. The primary outcome was the 10-months follow-up assessment score. Secondary outcomes included the post-course assessment score, decay score, and score trajectories over time. Results: A total of 110 students were randomized, with 55 assigned to each group; 107 were included in the final longitudinal analysis. At the 10-months follow-up, assessment scores were higher in the simulation group than in the conventional group (median [IQR], 81.0 [77.0-85.5] vs. 74.5 [71.0-78.0]). After adjustment for pre-course assessment score and prior academic performance, the simulation group remained associated with higher follow-up scores (adjusted mean, 81.18 vs. 74.81; adjusted mean difference, 6.37 points; 95% CI, 4.83-7.91; Conclusion: Virtual simulation-based teaching was associated with higher immediate post-course scores and better long-term retention in undergraduate stroke education, supporting its use as a valuable adjunct to conventional bedside teaching.
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.