Higher episode completion (>50%) is independently associated with greater learning gain, and the centre effect on gain is mediated by engagement¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Listening to 5–6 episodes (>50% completion) predicted greater learning gain (β 5.15, p = 0.005) controlling for baseline score and centre. → Joshi U 2026 q2 i? After adjusting for episode completion, the direct effect of Centre on learning gain was no longer statistically significant (adjusted β = 5.22, p = 0.485). → Joshi U 2026 (2)

Evidence¶

Joshi U 2026¶

Joshi U, Sarkar A, Shukla A, Shrimali S, Bezbaruah NK, B Sanjay Kini, Baisil S, Sheth Z, Bhargava P, Shah S. (2026). Ears for examinations: a multicentre quasi-experimental evaluation of AI-generated revision podcasts on learning outcomes and retention among medical students. BMC Medical Education. https://doi.org/10.1186/s12909-026-10080-6

q2 · i? · causal · r1

Multiple linear regression on learning gain (Post − Pre) among linked pre–post completers (N = 190), controlling for baseline score and centre; model fit R² = 0.233, adjusted R² = 0.195. Dose was self-reported and dichotomised; the β is an unstandardised coefficient, so no effect size is coded.

"Using a conservative definition of > 50% episode completion (listening to 5–6 episodes), higher episode completion was independently associated with greater learning gain (β 5.15, p = 0.005)."

Joshi U 2026 (2)¶

Joshi U, Sarkar A, Shukla A, Shrimali S, Bezbaruah NK, B Sanjay Kini, Baisil S, Sheth Z, Bhargava P, Shah S. (2026). Ears for examinations: a multicentre quasi-experimental evaluation of AI-generated revision podcasts on learning outcomes and retention among medical students. BMC Medical Education. https://doi.org/10.1186/s12909-026-10080-6

q2 · i? · causal · r1

Same multivariable regression (Table 7): Centre 2 carried an unadjusted association with higher gain that the authors interpret as mediated by differential engagement once dose is controlled.

"the direct effect of Centre on learning gain was attenuated and no longer statistically significant (adjusted β = 5.22, p = 0.485; see Table 7), suggesting that the performance difference was mediated by differential engagement"

Discussion¶

Related Claims¶

• AI-generated revision podcasts produce statistically significant immediate learning gains in medical students at both study centres — related
• Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50) — related
• Retention trajectories diverged by centre: Centre 1 retained gains at 30 days while Centre 2 showed significant post-to-delayed decay — related