The recent expansion of e-learning in universities could serve to improve students’ knowledge through pedagogic educational tools. Our aim was to develop a new, easy-to-use, daily learning management system to improve students’ knowledge in cardiology.

We developed a database of 258 multiple choice questions (MCQ) for the medical students of Paris Descartes University. MCQs were sent daily through a specific social network and adapted to individual students’ needs to provide personalized follow-up. A final evaluation was performed at 3 months, including 25 previously sent (part 1: 25 points [pts]) and 25 new MCQs (part 2: 25 pts). We compared the results of this final evaluation according to daily participation of each student.

A total of 255 medical students (64% female) participated in the MCQ program, with a daily participation rate of 71%. A total of 58.8% of the students were in year 6, 25.5% in year 5, and 15.7% in year 4. As much as 63% used their smartphone and 37% used their desktop to answer the MCQs. Time to answer an MCQS was 50±4seconds. The proportion of right answers overall was 26%. Finally, 190 students underwent the final evaluation. There was a positive correlation between participation rate and score to the evaluation (R²=0.28, P<0.001). This correlation was verified in each part of this evaluation, with best correlation in Part 1 than in Part 2. Furthermore, students with a daily participation rate >90% had a better score than students with participation rate <10% (26.3±7.1 pts vs. 13.2±7.5 pts, P<0.0001) (Figure 1).

This study suggests that our learning management system was well adopted by the medical students with a high rate of daily. The program was most effective for the students with the higher rate of daily participation implying that it is an effective tool to improve students’ knowledge. A mobile application of the program is being developed and will be tested in a larger population of medical students.