Trial reportBMC medical education2025
Randomized trial on the impact of card Game-Based teaching on learning and memory retention of neurological syndromes.
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. Cited by 1 paper.
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
1 citing paper in PubMed.
- Assessing the Transferability of Peer-Assisted Ultrasound Training for Medical Students: A Comparative Study Between Two Institutions in Germany and the UK.Clinical anatomy (New York, N.Y.) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
Abstract
backgroundLearning about neurological syndromes is an essential component of medical education, but traditional teaching methods often lack interactivity and practical engagement. This study investigates the impact of an innovative teaching approach using the Neurological Syndrome Card Game (NSCG) on students' learning outcomes.
methodsA randomized controlled trial design was implemented, with participants divided into an experimental group and a control group. The control group received traditional lecture-based instruction (e.g., PowerPoint presentations and case analyses), whereas the experimental group engaged in NSCG-based learning. The game involved card-matching competitions and anatomical injury location tasks to enhance students' recognition, understanding, and memory of neurological syndromes. Learning outcomes were evaluated through assessments of learning effectiveness, knowledge retention rates, cognitive load, and learning experience.
resultsA total of 48 students participated in the study. No significant differences were found in baseline characteristics between the groups. Following the intervention, the experimental group showed significantly better immediate learning effects at 1 week (13.33 ± 2.12 vs. 11.92 ± 1.44, t = 3.344, P = 0.002), 3 weeks (12.83 ± 2.04 vs. 10.63 ± 1.86, t = 3.923, P = 0.000), and 6 weeks (10.04 ± 1.20 vs. 7.79 ± 1.61, t = 5.484, P = 0.000). In terms of long-term memory retention, the experimental group demonstrated superior knowledge retention rates at all time points: 22.53% at week 1, 29.49% at week 3, and 31.12% at week 6. Regarding cognitive load, the experimental group exhibited significantly lower total scores (46.96 ± 1.65 vs. 69.08 ± 4.06) and scores across all dimensions (P < 0.05). Evaluations of the learning experience indicated that students in the experimental group rated their interest and memory outcomes more positively.
conclusionThe NSCG-based teaching method significantly enhances students' learning and memory retention of neurological syndromes, reduces cognitive load, and increases learning interest. This method may be a useful approach for enhancing clinical syndrome teaching in medical education.
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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 Socratic graph.