Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation
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| Název: | Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation |
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| Autoři: | Dupont, Vincent, Guerrot, Dominique, Bouazzi, Leila, Figueres, Lucile, Pers, Yves-Marie, Guenou, Emmanuel, Barbe, Coralie, Yauy, Kevin |
| Přispěvatelé: | Hôpital universitaire Robert Debré Reims (CHU Reims), Matrice Extracellulaire et Dynamique Cellulaire - UMR CNRS 7369 (MEDyC), Université de Reims Champagne-Ardenne (URCA)-SFR CAP Santé (Champagne-Ardenne Picardie Santé), Université de Reims Champagne-Ardenne (URCA)-Université de Reims Champagne-Ardenne (URCA)-Centre National de la Recherche Scientifique (CNRS), French-Clinical Research Infrastructure Network - F-CRIN Paris (Cardiovascular & Renal Clinical Trialists - CRCT), Cardiovascular and Renal Clinical Trialists Vandoeuvre-les-Nancy (INI-CRCT), Institut Lorrain du Coeur et des Vaisseaux Louis Mathieu Nancy, Service de Néphrologie Rouen, CHU Rouen, Normandie Université (NU)-Normandie Université (NU)-Université de Rouen Normandie (UNIROUEN), Normandie Université (NU), Endothélium, valvulopathies et insuffisance cardiaque (EnVI), Université de Rouen Normandie (UNIROUEN), Normandie Université (NU)-Normandie Université (NU)-Institut National de la Santé et de la Recherche Médicale (INSERM), Université de Reims Champagne-Ardenne (URCA), Team 3 : Integrative transplantation, HLA, Immunology and genomics of kidney injury (Team 3 - U1064 Inserm - CR2TI), Centre de Recherche en Transplantation et Immunologie - Center for Research in Transplantation and Translational Immunology (U1064 Inserm - CR2TI), Institut National de la Santé et de la Recherche Médicale (INSERM)-Nantes Université - UFR de Médecine et des Techniques Médicales (Nantes Univ - UFR MEDECINE), Nantes Université - pôle Santé, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)-Nantes Université - pôle Santé, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Nantes Université - UFR de Médecine et des Techniques Médicales (Nantes Univ - UFR MEDECINE), Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ), Institut de Transplantation et de Recherche en Transplantation CHU Nantes (ITERT), Centre Hospitalier Universitaire de Nantes = Nantes University Hospital (CHU Nantes), Cellules Souches, Plasticité Cellulaire, Médecine Régénératrice et Immunothérapies (IRMB), Centre Hospitalier Régional Universitaire Montpellier (CHRU Montpellier)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Université de Montpellier (UM), CHU Montpellier = Montpellier University Hospital, Centre Hospitalier Régional Universitaire Montpellier (CHRU Montpellier), Cognition, Santé, Société (C2S), Université de Reims Champagne-Ardenne (URCA)-Université de Reims Champagne-Ardenne (URCA)-Maison des Sciences Humaines de Champagne-Ardenne (MSH-URCA), Méthodes et Algorithmes pour la Bioinformatique (LIRMM, Laboratoire d'Informatique de Robotique et de Microélectronique de Montpellier (LIRMM), Centre National de la Recherche Scientifique (CNRS)-Université de Montpellier (UM)-Centre National de la Recherche Scientifique (CNRS)-Université de Montpellier (UM) |
| Zdroj: | ISSN: 1472-6920 ; BMC Medical Education ; https://inserm.hal.science/inserm-05075582 ; BMC Medical Education, 2025, 25 (1), pp.429. ⟨10.1186/s12909-025-06675-0⟩. |
| Informace o vydavateli: | CCSD BioMed Central |
| Rok vydání: | 2025 |
| Sbírka: | Université de Reims Champagne-Ardenne: Archives Ouvertes (HAL) |
| Témata: | Generative AI, Objective structured clinical examinations, Podcast, Simulation, MESH: Adult, MESH: Clinical Competence / standards, MESH: Education, Medical, Undergraduate / methods, MESH: Educational Measurement / methods, MESH: Humans, MESH: Male, MESH: Nephrology / education, MESH: Students, MESH: Webcasts as Topic, [SDV]Life Sciences [q-bio] |
| Popis: | International audience ; Introduction: Objective Structured Clinical Examinations (OSCEs) are critical for assessing clinical competencies in medical education. While traditional teaching methods remain prevalent, this study introduces an innovative approach by evaluating the effectiveness of an OSCE preparation podcast in improving medical students' OSCE performance using nephrology as a proof of concept. This novel method offers a flexible and accessible format for supplementary learning, potentially revolutionizing medical education.Methods: A mono-centric randomized controlled trial was conducted among 50 fourth-year medical students. Participants were randomly assigned to either the podcast intervention group or a control group. Both groups completed six nephrology-specific OSCE stations on DocSimulator, a generative AI-powered virtual patient platform. Scores from three baseline and three post-intervention OSCE stations were compared. The primary outcome was the change in OSCE scores. Secondary outcomes included interest in nephrology and students' self-reported competence in nephrology-related skills.Results: The baseline OSCE scores did not differ between the two groups (23.8 ± 3.9 vs. 23.3 ± 5.3; p = 0.77). After the intervention, the podcast group demonstrated a significantly higher OSCE score compared to the control group (27.6 ± 3.6 vs. 23.6 ± 5.0; p = 0.002) with a greater improvement in OSCE scores (+ 3.52[0.7,6.5] vs. -1.22[-3,5.5]; p = 0.03). While the podcast did not increase students' intention to specialize in nephrology (4.2% vs. 4.0%; p = 0.99), it significantly improved their confidence in nephrology-related clinical skills (41.7% vs. 16%, p = 0.04). 68% of students in the podcast group found OSCE training podcast useful for their OSCE preparation, and 96% reported they would use it again.Conclusions: The use of an OSCE preparation podcast significantly enhanced students' performance in AI-based simulations and confidence in nephrology clinical competencies. Podcasts represent a valuable ... |
| Druh dokumentu: | article in journal/newspaper |
| Jazyk: | English |
| Relation: | info:eu-repo/semantics/altIdentifier/pmid/40128772; PUBMED: 40128772; PUBMEDCENTRAL: PMC11934527 |
| DOI: | 10.1186/s12909-025-06675-0 |
| Dostupnost: | https://inserm.hal.science/inserm-05075582 https://inserm.hal.science/inserm-05075582v1/document https://inserm.hal.science/inserm-05075582v1/file/s12909-025-06675-0.pdf https://doi.org/10.1186/s12909-025-06675-0 |
| Rights: | http://creativecommons.org/licenses/by-nc-nd/ ; info:eu-repo/semantics/OpenAccess |
| Přístupové číslo: | edsbas.14BDAF78 |
| Databáze: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | International audience ; Introduction: Objective Structured Clinical Examinations (OSCEs) are critical for assessing clinical competencies in medical education. While traditional teaching methods remain prevalent, this study introduces an innovative approach by evaluating the effectiveness of an OSCE preparation podcast in improving medical students' OSCE performance using nephrology as a proof of concept. This novel method offers a flexible and accessible format for supplementary learning, potentially revolutionizing medical education.Methods: A mono-centric randomized controlled trial was conducted among 50 fourth-year medical students. Participants were randomly assigned to either the podcast intervention group or a control group. Both groups completed six nephrology-specific OSCE stations on DocSimulator, a generative AI-powered virtual patient platform. Scores from three baseline and three post-intervention OSCE stations were compared. The primary outcome was the change in OSCE scores. Secondary outcomes included interest in nephrology and students' self-reported competence in nephrology-related skills.Results: The baseline OSCE scores did not differ between the two groups (23.8 ± 3.9 vs. 23.3 ± 5.3; p = 0.77). After the intervention, the podcast group demonstrated a significantly higher OSCE score compared to the control group (27.6 ± 3.6 vs. 23.6 ± 5.0; p = 0.002) with a greater improvement in OSCE scores (+ 3.52[0.7,6.5] vs. -1.22[-3,5.5]; p = 0.03). While the podcast did not increase students' intention to specialize in nephrology (4.2% vs. 4.0%; p = 0.99), it significantly improved their confidence in nephrology-related clinical skills (41.7% vs. 16%, p = 0.04). 68% of students in the podcast group found OSCE training podcast useful for their OSCE preparation, and 96% reported they would use it again.Conclusions: The use of an OSCE preparation podcast significantly enhanced students' performance in AI-based simulations and confidence in nephrology clinical competencies. Podcasts represent a valuable ... |
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| DOI: | 10.1186/s12909-025-06675-0 |