AI-driven Multiple Interactive Teaching Model on Nuclear Medicine Students' Theoretical Knowledge and Practical Skills
20. august 2026 oppdatert av: 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.
Studieoversikt
Status
Fullført
Studietype
Intervensjonell
Registrering (Faktiske)
85
Fase
- Ikke aktuelt
Kontakter og plasseringer
Denne delen inneholder kontaktinformasjon for de som utfører studien, og informasjon om hvor denne studien blir utført.
Studiesteder
-
-
Sichuan
-
Chengdu, Sichuan, Kina, 610072
- Hao Wang
-
-
Deltakelseskriterier
Forskere ser etter personer som passer til en bestemt beskrivelse, kalt kvalifikasjonskriterier. Noen eksempler på disse kriteriene er en persons generelle helsetilstand eller tidligere behandlinger.
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
- Voksen
Tar imot friske 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
Denne delen gir detaljer om studieplanen, inkludert hvordan studien er utformet og hva studien måler.
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Annen
- Tildeling: Randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Ingen (Open Label)
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
|---|---|
|
Eksperimentell: AI-driven multiple interactive teaching group
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Undergraduate students receive nuclear medicine theoretical courses via AI-driven multiple interactive teaching mode.
|
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Aktiv komparator: Traditional lecture-based teaching group
|
Undergraduate students receive standard nuclear medicine theoretical courses by conventional lecture-based teaching.
|
Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
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 |
Tiltaksbeskrivelse |
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)
|
Samarbeidspartnere og etterforskere
Det er her du vil finne personer og organisasjoner som er involvert i denne studien.
Studierekorddatoer
Disse datoene sporer fremdriften for innsending av studieposter og sammendragsresultater til ClinicalTrials.gov. Studieposter og rapporterte resultater gjennomgås av National Library of Medicine (NLM) for å sikre at de oppfyller spesifikke kvalitetskontrollstandarder før de legges ut på det offentlige nettstedet.
Studer hoveddatoer
Studiestart (Faktiske)
1. februar 2025
Primær fullføring (Faktiske)
30. juni 2025
Studiet fullført (Faktiske)
30. juni 2025
Datoer for studieregistrering
Først innsendt
17. august 2026
Først innsendt som oppfylte QC-kriteriene
20. august 2026
Først lagt ut (Faktiske)
21. august 2026
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
21. august 2026
Siste oppdatering sendt inn som oppfylte QC-kriteriene
20. august 2026
Sist bekreftet
1. august 2026
Mer informasjon
Begreper knyttet til denne studien
Andre studie-ID-numre
- SichuanPPH-teaching
Plan for individuelle deltakerdata (IPD)
Planlegger du å dele individuelle deltakerdata (IPD)?
NEI
Legemiddel- og utstyrsinformasjon, studiedokumenter
Studerer et amerikansk FDA-regulert medikamentprodukt
Nei
Studerer et amerikansk FDA-regulert enhetsprodukt
Nei
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