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Infographics with Clinical Summaries Improve Medical Student Performance: A Within-Subject Intervention Study with

Luis Corral-Gudino1, Clarisa Simón-Pérez2, Jose Luis Pérez-Castrillón1

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Infographics significantly improved medical students' academic performance in pathology, especially for male students. Social media threads (SMT) showed limited impact, suggesting infographics are valuable educational tools.

Keywords:
Gender differencesInfographicsLearning strategiesMedical education, undergraduateVisual learning

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Area of Science:

  • Medical Education
  • Pathology
  • Educational Technology

Background:

  • The Musculoskeletal Medical and Surgical Pathology (MMSP) course faces challenges in engaging students.
  • Innovative teaching tools are needed to enhance learning outcomes in medical pathology.

Purpose of the Study:

  • To evaluate the impact of infographics and social media threads (SMT) on academic performance in the MMSP course.
  • To examine gender differences in the effectiveness of these educational tools.

Main Methods:

  • A within-subject educational intervention study involving 459 fifth-year medical students over three academic years.
  • Infographics and SMT were used for the rheumatology section (intervention), while the traumatology section served as a control.
  • Performance was assessed via multiple-choice questions (MCQs) and student surveys on tool perception.

Main Results:

  • Infographics significantly improved standardized MCQ scores in rheumatology (p=0.035), particularly for male students (p=0.046).
  • SMT showed limited association with improved performance; 86% of students found infographics helpful, compared to 44% for SMT.
  • No significant impact was observed for the traumatology section.

Conclusions:

  • Infographics are effective supplementary tools for enhancing academic performance in medical pathology.
  • Gender-specific variations exist in the effectiveness of infographics.
  • SMT had a limited influence, warranting further research into their potential and the development of gender-inclusive teaching strategies.