PDF(Pubmed)
Abstract：
BACKGROUND: Most theorists and medical educators agree that a curriculum rich in active learning (AL) strategies, such as a flipped classroom, is superior to passive listening to promote better retention and application of new knowledge. Although AL multimodal teaching strategies have been considered the most effective, including online virtual teaching, voice-over pre-recorded lectures, and, more recently, the addition of artificial intelligence (AI), data on the effectiveness of these methods in medical education is scarce. The present educational research study examined the effectiveness of voice-over-style lectures and AI in facilitating learning outcomes as assessed by test scores after participating in basic science lectures in a medical school setting.
METHODS: Participating students were divided equally into two educational strategy groups: slide decks only traditional way (PPT) or PPT plus AI (PPT+AI) platform (edYOU; Los Angeles, CA, USA). The PPT+AI group comprised the PPT with narration and real-time interaction with an AI being personalized, which leverages natural language processing to tailor customized conversations to each student\'s current knowledge. Students in the two groups were asked to participate in a formative quiz (not reflective of their academic evaluations) to answer questions relevant to voice-over lectures (PPT and PPT+AI). The statistical strategy for conducting quiz item analysis included item difficulty, item discrimination, and point-biserial correlation R. A student\'s T-test was conducted to compare the two strategies\' effectiveness via test scores. A priori, an alpha level of 0.05 was considered significant.
RESULTS: Data are presented as mean ± s.e.m.; Cohen\'s d. A total of 42 (n=21 in each group) students participated in the study. Students using PPT+AI obtained statistically significant (P <0.043; d = .54) higher quiz scores under challenging questions and less time spent in lectures (54.1 ± 14.3 hrs.) in the PPT+AI group (P <0.001; d = 1.17) compared with the PPT group. Conclusions: The PPT+AI strategy could be the difference between a pass and a fail, as the PPT+AI strategy is particularly efficient in improving difficult question test scores. At the same time, students may learn the material in less time (efficiency). Research on the application of AI as part of educational strategies for improving satirized test scores, including boards, is warranted. The present study is part of the necessary early steps to better understand the impact of AI as an educational strategy for improving educational outcomes.
METHODS: Participating students were divided equally into two educational strategy groups: slide decks only traditional way (PPT) or PPT plus AI (PPT+AI) platform (edYOU; Los Angeles, CA, USA). The PPT+AI group comprised the PPT with narration and real-time interaction with an AI being personalized, which leverages natural language processing to tailor customized conversations to each student\'s current knowledge. Students in the two groups were asked to participate in a formative quiz (not reflective of their academic evaluations) to answer questions relevant to voice-over lectures (PPT and PPT+AI). The statistical strategy for conducting quiz item analysis included item difficulty, item discrimination, and point-biserial correlation R. A student\'s T-test was conducted to compare the two strategies\' effectiveness via test scores. A priori, an alpha level of 0.05 was considered significant.
RESULTS: Data are presented as mean ± s.e.m.; Cohen\'s d. A total of 42 (n=21 in each group) students participated in the study. Students using PPT+AI obtained statistically significant (P <0.043; d = .54) higher quiz scores under challenging questions and less time spent in lectures (54.1 ± 14.3 hrs.) in the PPT+AI group (P <0.001; d = 1.17) compared with the PPT group. Conclusions: The PPT+AI strategy could be the difference between a pass and a fail, as the PPT+AI strategy is particularly efficient in improving difficult question test scores. At the same time, students may learn the material in less time (efficiency). Research on the application of AI as part of educational strategies for improving satirized test scores, including boards, is warranted. The present study is part of the necessary early steps to better understand the impact of AI as an educational strategy for improving educational outcomes.
摘要：
背景：大多数理论家和医学教育者都同意，课程中富含主动学习（AL）策略，比如翻转的教室，优于被动倾听，以促进更好地保留和应用新知识。尽管AL多模态教学策略被认为是最有效的，包括在线虚拟教学，画外音预先录制的讲座，and,最近,人工智能(AI)的加入，关于这些方法在医学教育中的有效性的数据很少。本教育研究研究了在医学院参加基础科学讲座后，通过考试成绩评估，画外音式讲座和AI在促进学习成果方面的有效性。
方法：将参与的学生平均分为两个教育策略组：仅采用传统方式（PPT）或PPT加AI（PPT+AI）平台（edYOU；洛杉矶，CA,美国）。PPT+AI小组由PPT组成，具有叙事和实时交互的AI个性化，它利用自然语言处理来为每个学生的当前知识定制定制对话。两组学生被要求参加形成性测验（不反映他们的学术评估），以回答与画外音讲座（PPT和PPT+AI）相关的问题。进行测验项目分析的统计策略包括项目难度，项目歧视，和点双材料相关性R。进行了学生的T检验，以通过考试成绩比较两种策略的有效性。先验,0.05的α水平被认为是显著的.
结果:数据表示为平均值±s.e.m.;Cohen'sd.共有42名（每组n=21）学生参加了这项研究。使用PPT+AI的学生在具有挑战性的问题下获得了较高的测验分数（P<0.043;d=.54），而在讲座上花费的时间较少（54.1±14.3小时）。）与PPT组比较（P<0.001；d=1.17）。结论：PPT+AI策略可能是通过和失败之间的区别，因为PPT+AI策略在提高难题考试成绩方面特别有效。同时,学生可以在更短的时间(效率)内学习这些材料。人工智能作为提高讽刺考试成绩的教育策略的一部分的应用研究，包括木板,是有保证的。本研究是必要的早期步骤的一部分，以更好地了解AI作为改善教育成果的教育策略的影响。
方法：将参与的学生平均分为两个教育策略组：仅采用传统方式（PPT）或PPT加AI（PPT+AI）平台（edYOU；洛杉矶，CA,美国）。PPT+AI小组由PPT组成，具有叙事和实时交互的AI个性化，它利用自然语言处理来为每个学生的当前知识定制定制对话。两组学生被要求参加形成性测验（不反映他们的学术评估），以回答与画外音讲座（PPT和PPT+AI）相关的问题。进行测验项目分析的统计策略包括项目难度，项目歧视，和点双材料相关性R。进行了学生的T检验，以通过考试成绩比较两种策略的有效性。先验,0.05的α水平被认为是显著的.
结果:数据表示为平均值±s.e.m.;Cohen'sd.共有42名（每组n=21）学生参加了这项研究。使用PPT+AI的学生在具有挑战性的问题下获得了较高的测验分数（P<0.043;d=.54），而在讲座上花费的时间较少（54.1±14.3小时）。）与PPT组比较（P<0.001；d=1.17）。结论：PPT+AI策略可能是通过和失败之间的区别，因为PPT+AI策略在提高难题考试成绩方面特别有效。同时,学生可以在更短的时间(效率)内学习这些材料。人工智能作为提高讽刺考试成绩的教育策略的一部分的应用研究，包括木板,是有保证的。本研究是必要的早期步骤的一部分，以更好地了解AI作为改善教育成果的教育策略的影响。
