The Impact of AI-driven Multiple Interactive Teaching Model on Nuclear Medicine Students' Theoretical Knowledge and Practical Skills
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 85
- 试验地点
- 1
- 主要终点
- Difference in post-test theoretical knowledge scores of nuclear medicine between the two student groups
研究概览
简要总结
This single-center randomized controlled trial will enroll 85 nuclear medicine undergraduate students. Participants will be randomized into two arms: a three-stage AI multi-interactive teaching intervention group (n=43) and a conventional lecture-based control group (n=42). The study is designed to compare theoretical knowledge, instructor-rated performance, student satisfaction, discussion participation, core concept comprehension, and classroom engagement between the two teaching approaches. Planned evaluations will be conducted after the teaching intervention.
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
- None
入排标准
- 年龄范围
- 18 Years 至 25 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Undergraduate students majoring in clinical medicine who take the nuclear medicine theoretical course.
- •Age ≥18 years old.
- •Voluntarily agree to participate in this study and provide informed consent.
- •Complete the full-cycle nuclear medicine teaching activities.
排除标准
- •Students who have previously received systematic nuclear medicine coursework.
- •Incomplete participation in teaching activities or missing post-intervention assessment data.
- •Students who refuse to join this research.
研究组 & 干预措施
AI-driven multiple interactive teaching group
干预措施: AI-driven multiple interactive nuclear medicine teaching (Behavioral)
Traditional lecture-based teaching group
干预措施: Traditional lecture-based nuclear medicine teaching (Behavioral)
结局指标
主要结局
Difference in post-test theoretical knowledge scores of nuclear medicine between the two student groups
时间窗: At the end of the teaching intervention (approximately 4-week teaching period)
Nuclear medicine theoretical knowledge post-test score; examination scale range from 0 (minimum, poorest performance) to 100 (maximum, best performance). Higher scores indicate better theoretical knowledge mastery. The between-group score difference will be compared.
次要结局
- Difference in student classroom engagement scores between AI-driven teaching group and traditional lecture group(At the end of the teaching intervention (approximately 4-week teaching period))
- Difference in learning satisfaction questionnaire scores between the two groups(At the end of the teaching intervention (approximately 4-week teaching period))
- Difference in practical-relevant learning experience scores between the two groups(At the end of the teaching intervention (approximately 4-week teaching period))
研究者
Hao Wang
Associate Chief Physician
Sichuan Provincial People's Hospital