Effectiveness of Artificial Intelligence Based Educational Approach in Developing Clinical Reasoning Skills

Condition(s) studied

Investigational drug(s) / intervention(s)

AI based clinical problem solving education: This direct involvement of AI and educators aims to improve learning outcomes by leveraging the scalability of AI and the expertise of educators. The question sets created by students and the answers obtained from ChatGPT are discussed within the group and prepared for class presentation, and the instructor provides feedback on accuracy, timeliness, and scientific relevance. This process aims to support students' participation as active questioners and analyzers, rather than passive consumers of information. Intervention will last for 2 weeks, 2 hours of courses each week, in total 4 hours of education will be given. First 2 hours will be the usage parameters and the knowledge about the ChatGPT system and the 2nd week's 2 hours of education will include the presentations and interactive discussion about the case.

Traditional Low Back Pain Education: The first session will be given by an independent/different instructor about the definition, reasons, evaluation and the treatment of low back pain for 2 hours. Afterwards the students will be informed about the content of the next week's interactive course and supplied with the study sources like book, articles by the other lecturer. A week will be given to the students to study and the other week they will meet with the lecturer to discuss over a specific case. At the beginning and end of the courses, outcome measures will taken from the both groups.

Study summary

In the context of this study, the 2nd and 3rd grade undergraduate students in Medipol University, Department of Physiotherapy and Rehabilitation, will taken into an education program to increase and assess their theoretical knowledge level, clinical decision-making skills and attitudes towards interactive learning with artificial intelligence by applying the ChatGPT-supported PBL module and the results will be compared with traditional teaching methods.

Eligibility

Primary outcome measure(s)

• Theoretical knowledge test — 4 weeks
  A 20-question multiple choice exam will be administered at the beginning of the study after the initial theoretical LBP course and at the end of the 2nd week of training, in total 3 times. With this way, distinguishing the effect of the lecturer's initial education and student's own studies and research will be possible at the analysis. The exams will be compared between groups to assess the intervention effect. The maximum score for the exam will be 100, and a score below 80 will be considered a failing grade.
• Mini Clinical Evaluation Exam (Mini-CEX) — 4 weeks
  Participant's history taking, physical assessment and clinical reasoning skills will be observed by an independent assessor using the 9-point Mini-CEX form. Mini-CEX has been widely accepted as an effective and reliable method for assessing clinical skills. It includes student's ability to obtain a patient's history from the patient and family and to perform physical examinations under the guidance of an instructor. The Mini-CEX scoring system uses a nine-point scale and includes seven standards: medical interview skills, physical examination skills, humanistic qualities/professionalism, clinical judgment, counseling skills, organizational efficiency and general clinical competence. The scale ranges from inadequate (1-3 points), satisfactory (4-6 points) to superior (7-9 points). To maintain consistency, all Mini-CEX assessments will be made by a single assessor. The scale is valid and reliable in Turkish.

Trial sites (1)

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