Effectiveness of Artificial Intelligence Based Educational Approach in Developing Clinical Reasoning Skills

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

40 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-05-14

Study Completion Date

2025-09-10

Brief Summary

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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.

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Detailed Description

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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.

Conditions

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Student Student Engagement Student Education

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

A prospective, randomized, controlled educational intervention study to be conducted with the participation of undergraduate students. Participants will be divided into two groups as ChatGPT supported problem-based learning and traditional learning group and will be included in a total of 4 hours of training process on chronic low back pain and rehabilitation, 2 hours per week for 2 weeks. 40 students will be included in the study based on voluntary participation. Basic demographic, academic and technological competence information will be collected from the students who will participate in the study. Collected data will be used to assess equality in comparisons between groups, to define sample characteristics, and to support subgroup analyses when necessary. Students will be divided into small groups of 4-5 people after the initial LBP course and will be asked to study for week and actively participate in the discussion presentations and practice session the following week.

Primary Study Purpose

OTHER

Blinding Strategy

DOUBLE

Participants Investigators

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.

Study Groups

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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.

Group Type ACTIVE_COMPARATOR

AI based clinical problem solving education

Intervention Type OTHER

This direct involvement of AI and educators aims to improve learning outcomes by leveraging the scalability of AI and the expertise of educators. The question sets created by students and the answers obtained from ChatGPT are discussed within the group and prepared for class presentation, and the instructor provides feedback on accuracy, timeliness, and scientific relevance. This process aims to support students' participation as active questioners and analyzers, rather than passive consumers of information. Intervention will last for 2 weeks, 2 hours of courses each week, in total 4 hours of education will be given. First 2 hours will be the usage parameters and the knowledge about the ChatGPT system and the 2nd week's 2 hours of education will include the presentations and interactive discussion about the case.

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.

Group Type ACTIVE_COMPARATOR

Traditional Low Back Pain Education

Intervention Type OTHER

The first session will be given by an independent/different instructor about the definition, reasons, evaluation and the treatment of low back pain for 2 hours. Afterwards the students will be informed about the content of the next week's interactive course and supplied with the study sources like book, articles by the other lecturer. A week will be given to the students to study and the other week they will meet with the lecturer to discuss over a specific case. At the beginning and end of the courses, outcome measures will taken from the both groups.

Interventions

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AI based clinical problem solving education

This direct involvement of AI and educators aims to improve learning outcomes by leveraging the scalability of AI and the expertise of educators. The question sets created by students and the answers obtained from ChatGPT are discussed within the group and prepared for class presentation, and the instructor provides feedback on accuracy, timeliness, and scientific relevance. This process aims to support students' participation as active questioners and analyzers, rather than passive consumers of information. Intervention will last for 2 weeks, 2 hours of courses each week, in total 4 hours of education will be given. First 2 hours will be the usage parameters and the knowledge about the ChatGPT system and the 2nd week's 2 hours of education will include the presentations and interactive discussion about the case.

Intervention Type OTHER

Traditional Low Back Pain Education

The first session will be given by an independent/different instructor about the definition, reasons, evaluation and the treatment of low back pain for 2 hours. Afterwards the students will be informed about the content of the next week's interactive course and supplied with the study sources like book, articles by the other lecturer. A week will be given to the students to study and the other week they will meet with the lecturer to discuss over a specific case. At the beginning and end of the courses, outcome measures will taken from the both groups.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* Being an undergraduate student
* Being voluntary to attend to the courses

Exclusion Criteria

* 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

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes