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The impact of digital flashcards on cardiovascular physiology academic performance in a medical course – a consistent dose-dependent effect between the amount of training and academic success
Session:
Posters - N. E-Cardiology / Digital Health, Public Health, Health Economics, Research Methodology
Speaker:
Diogo Santos Ferreira
Congress:
CPC 2021
Topic:
N. E-Cardiology / Digital Health, Public Health, Health Economics, Research Methodology
Theme:
33. e-Cardiology / Digital Health
Subtheme:
33.5 e-Cardiology - Other
Session Type:
Posters
FP Number:
---
Authors:
Diogo Santos Ferreira; Pedro Gonçalves Teixeira; Ricardo Ladeiras-Lopes; Ricardo Fontes-Carvalho; Bruno Guimarães; Adelino Leite-Moreira
Abstract
<p style="text-align:justify"><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Background:</strong> Digital flashcards are used to review factual knowledge through active-recall and spaced-repetition, while allowing subsequent self-assessment.</span></span></p> <p style="text-align:justify"><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Purpose:</strong> To assess if using digital flashcards is associated with cardiovascular physiology (CVP) academic success and better knowledge retention in short- and medium-terms, through a dose-dependent effect.</span></span></p> <p style="text-align:justify"><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Methods:</strong> We conducted a single-faculty cohort study of 2<sup>nd</sup>-year medical students enrolling in CVP course, using an online platform comprising 676 original flashcards. An exploratory analysis examined the grades from three exams (2019), being the latest optional and performed 1 month after the end of the course. Subsequently, a confirmatory study used the results of a fourth exam (2021) in another cohort. One-sample t-test was used to compare the grades (0-20 scale) between flashcard-users versus non-users, and the amount of training was correlated with the exam results using Pearson’s correlation. Additionally, multiple linear regression models were created for the exploratory analysis, and a simple linear regression was applied for the confirmatory study. A p value of <0.05 was considered statistically significant.</span></span></p> <p style="text-align:justify"><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Results:</strong> Of the 312 students enrolled, 279 participated in the exploratory analysis, and 87% studied from flashcards. The confirmatory evaluation assessed data from 269 students, of which 66% used the platform. Flashcard-users scored higher versus non-users (11.8±3.6 vs. 9.5±3.6, p<0.001; 12.5±3.0 vs. 11.5±3.2, p=0.225; 10.2±4.7 vs. 7.5±4.5, p=0.041; 1<sup>st</sup>, 2<sup>nd</sup> and 3<sup>rd</sup> exams, respectively), which was consistent with the confirmatory analysis results (11.2±3.5 versus 8.9±3.5, p<0.001). The amount of training was positively correlated with academic success, for both exploratory and confirmatory analysis (r=0.37, r=0.35, r=0.29, r=0,34; 1<sup>st</sup>-4<sup>th</sup> exams, respectively, p≤0.001 for all). Multiple linear regression models (figure 1) showed a statistically significant and dose-dependent association between results and the number of flashcards studied – for every 1000, there was an increase in 0.98 (p=0.001), 1.22 (p=0.017) and 1.00 (p=0.022) in the 1<sup>st</sup>, 2<sup>nd</sup> and 3<sup>rd</sup> exam grades, respectively. A linear regression model was applied for the subsequent study, which confirmed this positive association – for each 1000 flashcards studied, grades were 2.5 points higher (p<0.001).</span></span></p> <p style="text-align:justify"><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Conclusion:</strong> Studying CVP with digital flashcards has a moderate correlation with grades, through a positive and consistent dose-dependent effect, both in short- and medium-terms. This strategy seems effective in improving medical academic success and knowledge retention.</span></span></p>
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