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

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.

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.