AI-Generated Versus Human Feedback in Preclinical Restorative Dentistry (AIF-HF)
2026年6月26日 更新者：Seda Nur Karakaş
Artificial Intelligence-Generated Feedback Versus Human Feedback in Preclinical Restorative Dentistry: Effects on Performance, State Anxiety, and Student Perception
This study aims to compare the effects of artificial intelligence-generated feedback and human instructor feedback on learning outcomes in preclinical restorative dentistry education.
Third-year dental students performing restorative procedures on simulated teeth received either AI-generated feedback or instructor feedback during training sessions.
The effects of the feedback methods were evaluated using practical performance scores, state anxiety levels, and student perception measures.
The study investigates whether AI-generated feedback can serve as an effective educational support tool in preclinical dental training.
研究概览
地位
完全的
研究类型
介入性
注册 (实际的)
140
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
-
-
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Adana、土耳其（türkiye）
- Cukurova University Faculty of Dentistry
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参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
是的
描述
Inclusion Criteria:
Third-year dental students enrolled in the preclinical restorative dentistry course at Cukurova University Faculty of Dentistry.
Attendance at the scheduled practical training session. Provision of written informed consent.
Exclusion Criteria:
Students who declined to participate. Students who did not complete the practical training session. Students with incomplete performance assessment or questionnaire data.
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：非随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：AI-Generated Feedback
Participants received formative feedback generated by an artificial intelligence chatbot during preclinical restorative dentistry training.
Feedback was provided according to predefined evaluation criteria and was intended to support students' practical skill development.
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Participants received formative feedback generated by an artificial intelligence chatbot during preclinical restorative dentistry training.
Feedback was based on predefined evaluation criteria and was provided to support practical skill development and learning.
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有源比较器：Human Instructor Feedback
Participants received formative feedback from a faculty instructor during preclinical restorative dentistry training.
Feedback was provided according to the same predefined evaluation criteria used in the AI-generated feedback group.
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Participants received formative feedback from a faculty instructor during preclinical restorative dentistry training.
Feedback was provided according to predefined evaluation criteria.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Practical Performance Score
大体时间：At completion of the preclinical training session (approximately 2 weeks after study initiation)
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Students' practical performance was evaluated using a standardized rubric consisting of eight assessment criteria for preclinical restorative dentistry procedures.
Total scores ranged from 0 to 16, with higher scores indicating better practical performance.
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At completion of the preclinical training session (approximately 2 weeks after study initiation)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in State Anxiety
大体时间：Baseline (before the practical session) and immediately after completion of the practical session (approximately 2 hours).
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State anxiety was assessed using the 5-item State Anxiety Inventory (STAIS-5), a shortened version of the State-Trait Anxiety Inventory.
The total score ranges from 5 to 20, with higher scores indicating greater state anxiety.
A score of 10 or higher indicates clinically significant state anxiety.
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Baseline (before the practical session) and immediately after completion of the practical session (approximately 2 hours).
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Student Perception of the Feedback Method
大体时间：Immediately after completion of the practical training session (approximately 2 hours after baseline).
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Student perception was assessed using an 8-item, 5-point Likert questionnaire.
The reported outcome was the mean questionnaire score, ranging from 1.0 to 5.0, with higher scores indicating more positive perceptions of the feedback method.
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Immediately after completion of the practical training session (approximately 2 hours after baseline).
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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (实际的)
2026年3月13日
初级完成 (实际的)
2026年3月13日
研究完成 (实际的)
2026年3月31日
研究注册日期
首次提交
2026年6月23日
首先提交符合 QC 标准的
2026年6月26日
首次发布 (实际的)
2026年7月2日
研究记录更新
最后更新发布 (实际的)
2026年7月2日
上次提交的符合 QC 标准的更新
2026年6月26日
最后验证
2026年6月1日
更多信息
与本研究相关的术语
其他研究编号
- REC163-42-2026
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
不
药物和器械信息、研究文件
研究美国 FDA 监管的药品
不
研究美国 FDA 监管的设备产品
不
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.