AI-driven Multiple Interactive Teaching Model on Nuclear Medicine Students' Theoretical Knowledge and Practical Skills
20. august 2026 opdateret af: Hao Wang, Sichuan Provincial People's Hospital
The Impact of AI-driven Multiple Interactive Teaching Model on Nuclear Medicine Students' Theoretical Knowledge and Practical Skills
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.
Studieoversigt
Status
Afsluttet
Undersøgelsestype
Interventionel
Tilmelding (Faktiske)
85
Fase
- Ikke anvendelig
Kontakter og lokationer
Dette afsnit indeholder kontaktoplysninger for dem, der udfører undersøgelsen, og oplysninger om, hvor denne undersøgelse udføres.
Studiesteder
-
-
Sichuan
-
Chengdu, Sichuan, Kina, 610072
- Hao Wang
-
-
Deltagelseskriterier
Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.
Berettigelseskriterier
Aldre berettiget til at studere
- Voksen
Tager imod sunde frivillige
Ja
Beskrivelse
Inclusion Criteria:
- 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.
Exclusion Criteria:
- 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.
Studieplan
Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.
Hvordan er undersøgelsen tilrettelagt?
Design detaljer
- Primært formål: Andet
- Tildeling: Randomiseret
- Interventionel model: Parallel tildeling
- Maskning: Ingen (Åben etiket)
Våben og indgreb
Deltagergruppe / Arm |
Intervention / Behandling |
|---|---|
|
Eksperimentel: AI-driven multiple interactive teaching group
|
Undergraduate students receive nuclear medicine theoretical courses via AI-driven multiple interactive teaching mode.
|
|
Aktiv komparator: Traditional lecture-based teaching group
|
Undergraduate students receive standard nuclear medicine theoretical courses by conventional lecture-based teaching.
|
Hvad måler undersøgelsen?
Primære resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
|---|---|---|
|
Difference in post-test theoretical knowledge scores of nuclear medicine between the two student groups
Tidsramme: 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.
|
At the end of the teaching intervention (approximately 4-week teaching period)
|
Sekundære resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
|---|---|---|
|
Difference in student classroom engagement scores between AI-driven teaching group and traditional lecture group
Tidsramme: At the end of the teaching intervention (approximately 4-week teaching period)
|
Student classroom engagement is assessed using a validated classroom engagement rating scale.
The total scale score ranges from 20 (minimum, poorest classroom engagement) to 100 (maximum, optimal classroom engagement).
Higher scores represent better classroom engagement of students.
The difference in post-intervention engagement scores between the two groups will be analyzed.
|
At the end of the teaching intervention (approximately 4-week teaching period)
|
|
Difference in learning satisfaction questionnaire scores between the two groups
Tidsramme: At the end of the teaching intervention (approximately 4-week teaching period)
|
Student learning satisfaction is evaluated with a standardized learning satisfaction questionnaire.
The overall questionnaire score ranges from 10 (minimum, lowest learning satisfaction) to 50 (maximum, highest learning satisfaction).
Higher scores indicate higher student learning satisfaction with nuclear medicine teaching.
Post-intervention satisfaction scores are compared between the AI-driven teaching group and the traditional lecture group.
|
At the end of the teaching intervention (approximately 4-week teaching period)
|
|
Difference in practical-relevant learning experience scores between the two groups
Tidsramme: At the end of the teaching intervention (approximately 4-week teaching period)
|
Students' practical-relevant learning experience is assessed using a validated practical learning experience scale.
The total scale score ranges from 15 (minimum, poorest practical learning experience) to 75 (maximum, optimal practical learning experience).
Higher scores represent better practical learning experience and stronger perceived mastery of nuclear medicine practical knowledge.
Post-intervention learning experience scores are compared between the AI-driven teaching group and the traditional lecture group.
|
At the end of the teaching intervention (approximately 4-week teaching period)
|
Samarbejdspartnere og efterforskere
Det er her, du vil finde personer og organisationer, der er involveret i denne undersøgelse.
Datoer for undersøgelser
Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.
Studer store datoer
Studiestart (Faktiske)
1. februar 2025
Primær færdiggørelse (Faktiske)
30. juni 2025
Studieafslutning (Faktiske)
30. juni 2025
Datoer for studieregistrering
Først indsendt
17. august 2026
Først indsendt, der opfyldte QC-kriterier
20. august 2026
Først opslået (Faktiske)
21. august 2026
Opdateringer af undersøgelsesjournaler
Sidste opdatering sendt (Faktiske)
21. august 2026
Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier
20. august 2026
Sidst verificeret
1. august 2026
Mere information
Begreber relateret til denne undersøgelse
Andre undersøgelses-id-numre
- SichuanPPH-teaching
Plan for individuelle deltagerdata (IPD)
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