Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education: A Three-Arm Cluster Randomized Controlled Educational Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 192
- 试验地点
- 1
- 主要终点
- Study-Specific Clinical Case Analysis Assessment Total Score
研究概览
简要总结
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University. The study aimed to compare the effects of lecture-based learning, BOPPPS combined with case-based learning, and artificial intelligence-integrated BOPPPS combined with case-based learning on students' theoretical knowledge, clinical reasoning, clinical case analysis, and critical appraisal of AI-generated clinical recommendations.
Existing clinical clerkship teaching groups, rather than individual students, were randomized to one of three educational interventions: lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL). Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm.
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team.
The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback.
The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
详细描述
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University.
Existing clinical clerkship teaching groups served as the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio to lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL), with four teaching groups assigned to each arm.
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team. The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback. The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
Students and instructors could not be blinded because of the nature of the educational interventions. Examination papers were coded without group information, and personnel responsible for scoring the written assessments were blinded to group allocation. Personnel performing the statistical analysis were also blinded to group allocation during the primary analysis.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Third-year undergraduate medical students in the clinical medicine program of Shandong University undertaking the nephrology clerkship at The Second Hospital of Shandong University.
- •Completion of the required theoretical courses in pathophysiology and internal medicine before study participation.
- •Provision of written informed consent.
排除标准
- •- Previous nephrology clinical clerkship or internship experience, or previous participation in additional nephrology-focused training beyond the standard pre-clerkship curriculum.
研究组 & 干预措施
Lecture-Based Learning
Students received traditional lecture-based learning during nephrology clerkship education. Standardized instruction on acute kidney injury and chronic renal failure was provided by the teaching team.
干预措施: Lecture-Based Learning (Behavioral)
BOPPPS Combined With Case-Based Learning
Students received a BOPPPS structured teaching model combined with case-based learning activities. The intervention included progressive clinical case discussion, clinical reasoning exercises, and feedback during nephrology clerkship education.
干预措施: BOPPPS Combined With Case-Based Learning (Behavioral)
AI-Integrated BOPPPS Combined With Case-Based Learning
Students received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and revised potential errors based on clinical guidelines and evidence-based resources.
干预措施: AI-Integrated BOPPPS Combined With Case-Based Learning (Behavioral)
结局指标
主要结局
Study-Specific Clinical Case Analysis Assessment Total Score
时间窗: Immediately after completion of the educational intervention
Clinical case analysis performance was assessed using a study-specific three-case written assessment developed by the nephrology teaching team. The assessment evaluated students' ability to apply nephrology knowledge to clinical case analysis, diagnostic reasoning, treatment planning, and critical appraisal of AI-generated clinical recommendations. Total scores ranged from 0 to 70 points, with higher scores indicating better overall clinical case analysis performance.
次要结局
- Study-Specific Post-Class Theoretical Knowledge Test Score(Immediately after completion of the educational intervention)
- Study-Specific Clinical Case Analysis Assessment: Clinical Reasoning Component Score(Immediately after completion of the educational intervention)
- Study-Specific Clinical Case Analysis Assessment: AI Critical Appraisal Component Score(Immediately after completion of the educational intervention)
- Knowledge Gain in Theoretical Knowledge Test Score(Change from immediately before the educational intervention to immediately after completion of the educational intervention)
- Study-Specific Course Feedback Questionnaire Total Score(Immediately after completion of the educational intervention)