Nantong University, Qi Xiu Road, Nantong, Jiangsu, 226007, China.
The Second Affiliated Hospital of Nantong University, Nantong, Jiangsu, 226001, China.
BMC Med Educ. 2024 Sep 13;24(1):1003. doi: 10.1186/s12909-024-05977-z.
Cardiovascular diseases present a significant challenge in clinical practice due to their sudden onset and rapid progression. The management of these conditions necessitates cardiologists to possess strong clinical reasoning and individual competencies. The internship phase is crucial for medical students to transition from theory to practical application, with an emphasis on developing clinical thinking and skills. Despite the critical need for education on cardiovascular diseases, there is a noticeable gap in research regarding the utilization of artificial intelligence in clinical simulation teaching.
This study aims to evaluate the effect and influence of AI-empowered scenario-based simulation teaching mode in the teaching of cardiovascular diseases.
The study utilized a quasi-experimental research design and mixed-methods. The control group comprised 32 students using traditional teaching mode, while the experimental group included 34 students who were instructed on cardiovascular diseases using the AI-empowered scenario-based simulation teaching mode. Data collection included post-class tests, "Mini-CEX" assessments, Clinical critical thinking scale from both groups, and satisfaction surveys from experimental group. Qualitative data were gathered through semi-structured interviews.
Research shows that compared with traditional teaching models, AI-empowered scenario-based simulation teaching mode significantly improve students' performance in many aspects. The theoretical knowledge scores(P < 0.001), clinical operation skills(P = 0.0416) and clinical critical thinking abilities of students(P < 0.001) in the experimental group were significantly improved. The satisfaction survey showed that students in the experimental group were more satisfied with the teaching scene(P = 0.008), Individual participation(P = 0.006) and teaching content(P = 0.009). There is no significant difference in course discussion, group cooperation and teaching style of teachers(P > 0.05). Additionally, the qualitative data from the interviews highlighted three themes: (1) Positive new learning experience, (2) Improved clinical critical thinking skills, and (3) Valuable suggestions and concerns for further improvement.
The AI-empowered scenario simulation teaching Mode plays an important role in the improvement of clinical thinking and skills of medical undergraduates. This study believes that the AI-empowered scenario simulation teaching mode is an effective and feasible teaching model, which is worthy of promotion in other courses.
心血管疾病在临床实践中是一个重大的挑战，因为它们突发且进展迅速。这些疾病的管理需要心脏病专家具备强大的临床推理和个人能力。实习阶段对于医学生从理论到实际应用的转变至关重要，重点是培养临床思维和技能。尽管心血管疾病的教育非常重要，但在人工智能在临床模拟教学中的应用方面，研究存在明显的差距。
本研究旨在评估人工智能赋能的基于情景的模拟教学模式在心血管疾病教学中的效果和影响。
本研究采用准实验研究设计和混合方法。对照组包括 32 名使用传统教学模式的学生，实验组包括 34 名使用人工智能赋能的基于情景的模拟教学模式教授心血管疾病的学生。数据收集包括两组的课后测试、“Mini-CEX”评估、临床批判性思维量表和实验组的满意度调查。定性数据通过半结构化访谈收集。
研究表明，与传统教学模式相比，人工智能赋能的基于情景的模拟教学模式显著提高了学生在许多方面的表现。实验组学生的理论知识得分（P<0.001）、临床操作技能（P=0.0416）和临床批判性思维能力（P<0.001）均有显著提高。满意度调查显示，实验组学生对教学场景（P=0.008）、个人参与（P=0.006）和教学内容（P=0.009）的满意度更高。在课程讨论、小组合作和教师教学风格方面，实验组与对照组没有显著差异（P>0.05）。此外，访谈的定性数据突出了三个主题：（1）新的积极学习体验，（2）提高临床批判性思维技能，（3）进一步改进的有价值的建议和关注点。
人工智能赋能的情景模拟教学模式在提高医学生临床思维和技能方面发挥着重要作用。本研究认为，人工智能赋能的情景模拟教学模式是一种有效且可行的教学模式，值得在其他课程中推广。
