Hassoulas Athanasios, Crawford Owen, Hemrom Saiyonora, de Almeida Andreia, Coffey Marcus J, Hodgson Megan, Leveridge Becky, Karwa Diya, Lethbridge Alice, Williams Huw, Voisey Alex, Reed Karen, Patel Sarju, Hart Keith, Shaw Hannah
School of Medicine, University Hospital Wales, Cardiff University, Heath Park, 2nd Floor F-24, Cardiff, CF14 4XW, UK.
Sci Rep. 2025 May 4;15(1):15604. doi: 10.1038/s41598-025-99764-5.
The recent paradigm shift in teaching provision within higher education, following the COVID-19 pandemic, has led to blended models of learning prevailing in the pedagogic literature and in education practice. This shift has also resulted in an abundance of tools and technologies coming to market. Whilst the value of integrating technology into teaching and assessment has been well-established in the literature, the magnitude of choice available to educators and to students can be overwhelming. The current pilot investigated the feasibility of integrating key technologies in delivering technology-enhanced learning (TEL) case-based learning (CBL) within a sample of year two medical students. The cohort was selected at random, as was the control group receiving conventional CBL. Both groups were matched on prior academic performance. The TEL-CBL group received (1) in-person tutorials delivered within an immersive learning suite, (2) access to 3D anatomy software to explore during their self-directed learning time, (3) virtual reality (VR) guided anatomy exploration during tutorials, (4) access to a generative AI-based simulated virtual patient repository to practice key skills such as communication and history taking, and (5) an immersive medical emergency simulation. Metrics assessed included formative academic performance, student learning experience, and confidence in relation to communication and clinical skills. The results revealed that the TEL-CBL group outperformed their peers in successive formative assessments (p < 0.05), engaged thoroughly with the technologies at their disposal, and reported that these technologies enhanced their learning experience. Furthermore, students reported that access to the GenAI-simulated virtual patient platform and the immersive medical emergency simulation improved their clinical confidence and gave them a useful insight into what they can expect during the clinical phase of their medical education. The results are discussed in relation to the advantages that key emerging technologies may play in enhancing student performance, experience and confidence.
2019年冠状病毒病疫情之后，高等教育教学供给出现了范式转变，这使得混合式学习模式在教学文献和教育实践中盛行。这种转变还导致大量工具和技术进入市场。虽然将技术整合到教学和评估中的价值在文献中已得到充分确立，但教育工作者和学生可选择的数量之多可能令人应接不暇。当前的试点研究了在二年级医学生样本中整合关键技术以提供技术增强型学习（TEL）案例式学习（CBL）的可行性。该队列是随机选择的，接受传统CBL的对照组也是如此。两组在先前的学业成绩上相匹配。TEL-CBL组接受了以下内容：（1）在沉浸式学习套件中进行的面对面辅导；（2）在自主学习时间内使用3D解剖软件进行探索；（3）在辅导期间进行虚拟现实（VR）引导的解剖探索；（4）使用基于生成式人工智能的模拟虚拟患者库来练习沟通和病史采集等关键技能；（5）进行沉浸式医疗急救模拟。评估的指标包括形成性学业成绩、学生学习体验以及与沟通和临床技能相关的信心。结果显示，TEL-CBL组在连续的形成性评估中表现优于同龄人（p < 0.05），充分利用了所掌握的技术，并报告称这些技术增强了他们的学习体验。此外，学生们报告说，使用生成式人工智能模拟的虚拟患者平台和沉浸式医疗急救模拟提高了他们的临床信心，并让他们对医学教育临床阶段的预期有了有益的了解。文中讨论了关键新兴技术在提高学生成绩、体验和信心方面可能发挥的优势。
