Brodowski Hanna, Dammermann Anna, Kinyara Muriel Marieke, Obst Martina Andrea, Samek Fabian, Peifer Corinna, Roese Katharina
Institute of Health Sciences, University of Lübeck, Lübeck, Germany.
Institute of Social Medicine and Epidemiology, University of Lübeck, Lübeck, Germany.
J Med Educ Curric Dev. 2025 Jul 31;12:23821205251358089. doi: 10.1177/23821205251358089. eCollection 2025 Jan-Dec.
Communication is a complex skill and key component for professionals in healthcare. Complex skills are best learned through experiential learning like role-plays or simulated patient encounters. The aim of the present study is to explore how students and lecturers assess the conditions under which the use of an artificial intelligence (AI)-based feedback system can promote the learning process.
An interview study with health profession students and lecturers was conducted using a qualitative descriptive design. Recorded audio data was transcribed and evaluated by structuring qualitative content analysis. The research process was conducted and continually reflected by an interprofessional research team. Ethical approval was obtained.
Using qualitative content analysis, 4 major themes were identified. These are "conditions," "communication scenarios," "AI-based learning platform" and "debriefing." Lecturers and students welcome the idea of AI providing output on verbal and para-verbal aspects. To implement AI-based output into a teaching programme AI functionality should be adaptable to the specific situation. Lecturers and students highlighted that AI could be particularly valuable for speech qualities which are often difficult for humans to assess. AI could give freedom to focus on additional aspects of the conversation by documenting desirable speech qualities. Lecturers and students prefer for the AI-based output to be given at the end of rather than within the role-play. Furthermore, they wish for communication scenarios to be analysed repeatedly in order to track progress.
Practicing in a safe environment and receiving competent credible feedback, with lecturers trained in facilitation, is a pre-requisite for the entire learning progress. The integration of an AI-based feedback system should be characterised by both flexibility of the AI application and standardisation of the communication scenario.
沟通是一项复杂的技能，也是医疗保健专业人员的关键组成部分。复杂技能最好通过角色扮演或模拟患者会诊等体验式学习来掌握。本研究的目的是探讨学生和讲师如何评估使用基于人工智能（AI）的反馈系统能够促进学习过程的条件。
采用定性描述性设计，对健康专业的学生和讲师进行访谈研究。对录制的音频数据进行转录，并通过构建定性内容分析进行评估。研究过程由一个跨专业研究团队进行并持续反思。获得了伦理批准。
通过定性内容分析，确定了4个主要主题。分别是“条件”“沟通场景”“基于AI的学习平台”和“汇报总结”。讲师和学生欢迎AI在言语和副言语方面提供输出的想法。要将基于AI的输出应用于教学计划，AI功能应适应具体情况。讲师和学生强调，AI对于人类通常难以评估的语音质量可能特别有价值。通过记录理想的语音质量，AI可以让人自由地专注于对话的其他方面。讲师和学生更喜欢在角色扮演结束时而不是在角色扮演过程中给出基于AI的输出。此外，他们希望对沟通场景进行反复分析，以便跟踪进展。
在安全的环境中练习并获得可靠的反馈，且讲师接受过促进学习的培训，这是整个学习过程的先决条件。基于AI的反馈系统的整合应以AI应用的灵活性和沟通场景的标准化为特点。
