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text4peds: a randomised text-messaging trial.

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  • 1Saint Louis University School of Medicine, St. Louis, Missouri, USA.

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Text messaging education for medical students showed perceived value but did not significantly improve National Board of Medical Examiners exam scores. While students found the program helpful, the intervention had no measurable impact on test performance.

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Area of Science:

  • Medical Education
  • Digital Health
  • Pediatric Training

Background:

  • Growing interest in using cell phone text messaging for medical education.
  • Limited data exists on the effectiveness of text messaging in medical training.
  • The text4peds program was developed for third-year medical students preparing for the NBME pediatric exam.

Purpose of the Study:

  • To evaluate the impact of a text-messaging-based educational program on medical students' performance in a pediatric clerkship.
  • To assess the perceived value and student satisfaction with a mobile educational tool.

Main Methods:

  • A randomized controlled trial involving third-year medical students during their pediatric clerkship.
  • Intervention group received daily multiple-choice questions via text with links to online material.
  • Control group received no text messages; outcomes measured by NBME exam scores and surveys.

Main Results:

  • No statistically significant difference in NBME exam scores between the texting (77.7) and non-texting (77.8) groups.
  • Subgroup analyses on specialty and online material interaction also showed no significant differences.
  • High student satisfaction reported: 84% found messages helpful, 92% viewed >60% of messages, 90% would recommend.

Conclusions:

  • A text-messaging educational tool is perceived positively by medical students.
  • The study did not demonstrate a statistically significant impact on National Board of Medical Examiners examination scores.
  • Mobile educational interventions may enhance engagement but require further study to prove score improvement.