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Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education

2026年9月11日 更新者：The Second Hospital of Shandong University

Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education: A Three-Arm Cluster Randomized Controlled Educational Trial

This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University. The study aimed to compare the effects of lecture-based learning, BOPPPS combined with case-based learning, and artificial intelligence-integrated BOPPPS combined with case-based learning on students' theoretical knowledge, clinical reasoning, clinical case analysis, and critical appraisal of AI-generated clinical recommendations.

Existing clinical clerkship teaching groups, rather than individual students, were randomized to one of three educational interventions: lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL). Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm.

All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team.

The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback.

The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.

The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.

研究概览

地位

完全的

条件

干预/治疗

详细说明

This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University.

Existing clinical clerkship teaching groups served as the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio to lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL), with four teaching groups assigned to each arm.

All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team. The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback. The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.

The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.

研究类型

介入性

注册 (实际的)

192

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

  • 中国
    • Shandong
      • Jinan、Shandong、中国、250000
        • The Second Hospital of Shandong University

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 undergraduate medical students in the clinical medicine program of Shandong University undertaking the nephrology clerkship at The Second Hospital of Shandong University.
  • Completion of the required theoretical courses in pathophysiology and internal medicine before study participation.
  • Provision of written informed consent.

Exclusion Criteria:

- Previous nephrology clinical clerkship or internship experience, or previous participation in additional nephrology-focused training beyond the standard pre-clerkship curriculum.

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：随机化
  • 介入模型：并行分配
  • 屏蔽：单身的

武器和干预

参与者组/臂
干预/治疗
有源比较器：Lecture-Based Learning
Students received traditional lecture-based learning during nephrology clerkship education. Standardized instruction on acute kidney injury and chronic renal failure was provided by the teaching team.
行为的：Lecture-Based Learning
Students received traditional lecture-based learning during nephrology clerkship education. Standardized teaching on acute kidney injury and chronic renal failure was delivered by the teaching team using conventional instructional methods.
实验性的：BOPPPS Combined With Case-Based Learning
Students received a BOPPPS structured teaching model combined with case-based learning activities. The intervention included progressive clinical case discussion, clinical reasoning exercises, and feedback during nephrology clerkship education.
行为的：BOPPPS Combined With Case-Based Learning
Students received a structured BOPPPS teaching model combined with case-based learning activities during nephrology clerkship education. The intervention included case discussion, progressive case disclosure, clinical reasoning exercises, and feedback from instructors.
实验性的：AI-Integrated BOPPPS Combined With Case-Based Learning
Students received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and revised potential errors based on clinical guidelines and evidence-based resources.
行为的：AI-Integrated BOPPPS Combined With Case-Based Learning
Students received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and identified potential errors or limitations based on clinical guidelines and evidence-based resources.

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
Study-Specific Clinical Case Analysis Assessment Total Score
大体时间：Immediately after completion of the educational intervention
Clinical case analysis performance was assessed using a study-specific three-case written assessment developed by the nephrology teaching team. The assessment evaluated students' ability to apply nephrology knowledge to clinical case analysis, diagnostic reasoning, treatment planning, and critical appraisal of AI-generated clinical recommendations. Total scores ranged from 0 to 70 points, with higher scores indicating better overall clinical case analysis performance.
Immediately after completion of the educational intervention

次要结果测量

结果测量
措施说明
大体时间
Study-Specific Post-Class Theoretical Knowledge Test Score
大体时间：Immediately after completion of the educational intervention
Theoretical knowledge was assessed using a study-specific post-class test covering acute kidney injury and chronic kidney disease. The test consisted of 15 single-choice questions, with each correct answer worth 2 points. Total scores ranged from 0 to 30 points, with higher scores indicating better theoretical knowledge performance.
Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: Clinical Reasoning Component Score
大体时间：Immediately after completion of the educational intervention
Clinical reasoning was assessed using Cases 1 and 2 of the study-specific Clinical Case Analysis Assessment. The cases addressed acute kidney injury and chronic kidney disease and evaluated students' ability to identify clinical problems, interpret clinical and laboratory information, formulate diagnoses, assess complications, and develop appropriate management plans. Scores ranged from 0 to 48 points, with higher scores indicating better clinical reasoning performance.
Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: AI Critical Appraisal Component Score
大体时间：Immediately after completion of the educational intervention
AI critical appraisal ability was assessed using Case 3 of the study-specific Clinical Case Analysis Assessment. Students evaluated an AI-generated treatment plan for a patient with acute kidney injury and severe hyperkalemia, identified clinically inappropriate or unsafe recommendations, explained the reasons, prioritized immediate management, and proposed an appropriate treatment plan. Scores ranged from 0 to 22 points, with higher scores indicating better ability to critically appraise AI-generated clinical recommendations.
Immediately after completion of the educational intervention
Knowledge Gain in Theoretical Knowledge Test Score
大体时间：Change from immediately before the educational intervention to immediately after completion of the educational intervention
Knowledge gain was calculated as the post-class theoretical knowledge test score minus the pre-class theoretical knowledge test score. Both tests consisted of 15 single-choice questions and had possible total scores ranging from 0 to 30 points. Therefore, knowledge gain scores could range from -30 to +30 points. Higher values indicate greater improvement in theoretical knowledge, a score of 0 indicates no change, and negative values indicate a lower post-class than pre-class score.
Change from immediately before the educational intervention to immediately after completion of the educational intervention
Study-Specific Course Feedback Questionnaire Total Score
大体时间：Immediately after completion of the educational intervention
Course feedback was assessed using a study-specific 8-item questionnaire developed by the research team. Items assessed perceived learning gains and teaching satisfaction. Each item was rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Total scores ranged from 8 to 40 points, with higher scores indicating more favorable perceptions of the educational experience.
Immediately after completion of the educational intervention

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。

赞助

The Second Hospital of Shandong University

调查人员

  • 首席研究员：Fulin Dou、The Second Hospital of Shandong University

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)

2025年11月17日

初级完成 (实际的)

2025年12月1日

研究完成 (实际的)

2025年12月1日

研究注册日期

首次提交

2026年8月24日

首先提交符合 QC 标准的

2026年9月11日

首次发布 (实际的)

2026年9月15日

研究记录更新

最后更新发布 (实际的)

2026年9月15日

上次提交的符合 QC 标准的更新

2026年9月11日

最后验证

2026年8月1日

更多信息

与本研究相关的术语

关键字

其他研究编号

  • AI-BOPPPS-Nephro-2025
  • MR-37-26-055587 (注册表标识符：National Medical Research Registration and Filing System)

计划个人参与者数据 (IPD)

计划共享个人参与者数据 (IPD)？

不

IPD 计划说明

Individual participant data will not be made available because the dataset contains individual-level educational performance and assessment information from medical students, and sharing such data may pose privacy and confidentiality concerns. Aggregated study results will be reported in scientific publications.

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.

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