Effectiveness of Artificial Intelligence Based Educational Approach in Developing Clinical Reasoning Skills in Physiotherapy Students
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 发起方
- 入组人数
- 40
- 试验地点
- 1
- 主要终点
- Theoretical knowledge test
研究概览
简要总结
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.
详细描述
In recent years, the use of artificial intelligence-based applications in the field of health education has been rapidly increasing; especially large language models such as ChatGPT have attracted attention in terms of providing rapid access to information and individualized learning opportunities. Utilizing this potential of artificial intelligence, especially in active learning methods such as problem-based learning (PBL), is seen as an approach that can strengthen student-centered education. It is reported in the literature that ChatGPT-supported learning applications yield positive results in medical education, increase theoretical success and provide significant improvements in clinical skills. However, applications specific to physiotherapy education are still limited in this regard. Physiotherapy education requires students to have not only theoretical knowledge but also versatile skills such as clinical decision-making, problem-solving, and patient communication. Therefore, it is important to systematically investigate the effect of ChatGPT-supported PBL applications on student performance and satisfaction. Professionals should be able to benefit from these systems when they do not know where to start in a different case, and students should be informed about this issue by academicians who are experts in their fields in the university environment. In order to prevent the misuse of these systems, it is thought that academicians should not avoid technology and should benefit from the interactive course processing and correct communication opportunities that these systems can create with patients. Today, teaching students how to use technology instead of telling them not to use it is very important for academic success. In this context, the aim of this study is to evaluate the student's theoretical knowledge level, clinical decision-making skills and attitudes towards interactive learning with artificial intelligence and compare them with traditional teaching methods by applying the ChatGPT-supported PBL module to volunteer groups consisting of undergraduate students of Istanbul Medipol University, Department of Physiotherapy and Rehabilitation.
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
- Double (Participant, Investigator)
盲法说明
Different educators will be giving the educative courses to the groups without knowing the participants of the other group. And one independent observer will observe the student's decision making processes during the courses.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being an undergraduate student
- •Being voluntary to attend to the courses
排除标准
- •Not attending to the sessions on time
- •Being a 4th grade student who already took and learned the process of clinical problem solving
- •Want to recruit to study during the study process
研究组 & 干预措施
ChatGPT supported problem-based learning
Students will be divided into small groups of 4-5 after the initial educative course of low back pain (LBP) by a different instructor. Afterwards, each group will work on chronic LBP case scenarios combined with ChatGPT. Students will engage in discussions on interactive learning, physical development planning, exercise recommendations, and biopsychosocial treatment development with ChatGPT.
Data obtained from ChatGPT will be reviewed by the instructor for academic accuracy. Students will be actively involved in the discussion presentation and practice session. During the course, question sets created by students and answers obtained from ChatGPT are discussed within the group, prepared for class presentation and feedback is given by the instructor in terms of accuracy, timeliness and scientific relevance.
干预措施: AI based clinical problem solving education (Other)
Traditional learning group
Students will watch classical case presentations structured by the instructor and will passively/actively participate in discussions conducted on the case. Information transfer will be instructor-centered, ChatGPT or similar AI-supported tools will not be used in this group. Physical assessment and exercise practices will be carried out with the instructor's direct demonstration and students will take turns in the roles of practitioners or observers. Both groups will be provided with basic resource book chapters, videos and supporting materials on a weekly basis. The lessons will be conducted by an experienced physiotherapist academic and the groups will work with different instructor. Physical assessment and exercise practices will be carried out with the direct demonstration of the instructor, and students will take turns in the roles of practitioners and observers.
干预措施: Traditional Low Back Pain Education (Other)
结局指标
主要结局
Theoretical knowledge test
时间窗: 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)
时间窗: 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.
次要结局
- Student Satisfaction and Attitude Survey(4 weeks)
- Young Internet Addiction Test(4 weeks)
- Adult Reading Motivation Scale(4 weeks)
- Artificial Intelligence Self-Efficacy Scale(4 weeks)
研究者
Simay Akdemir
MSc. Lecturer Physical Therapist
Medipol University