ArticleBMC medical education2024
Application of AI-empowered scenario-based simulation teaching mode in cardiovascular disease education.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The effectiveness of GAI-assisted teaching methods in medical education: a systematic review and meta-analysis.Frontiers in public health · 2026Pooled it
- Effectiveness of AI-assisted medical education for Chinese undergraduate medical students: a meta-analysis.BMC medical education · 2025Pooled it
- Effect of scenario-based simulation on students' learning outcomes and satisfaction in perioperative anaphylaxis: a pilot randomised controlled trial.BMJ open quality · 2026Trial
- Application of AI-assisted PBL-CBL combined teaching in the diagnosis and treatment of post-herpetic neuralgia: a randomised controlled trial.BMC medical education · 2026Trial
- From Automated ECG Interpretation to Multimodal Cardiovascular Intelligence: The Evolution of Artificial Intelligence in Cardiovascular Medicine.Medical sciences (Basel, Switzerland) · 2026Review
- Determinants of medical students' attitudes toward artificial intelligence: a cross-sectional study and implications for medical education.BMC medical education · 2026Article
- A scoping review of the use of generative artificial intelligence tools in health profession education.BMC medical education · 2026Article
- Enhancing Medical Education: The Role of Artificial Intelligence Tools in the Teaching-Learning Process.Advances in medical education and practice · 2026Review
- Transforming Dental Education: Artificial Intelligence Simulation to Bridge Patient-Provider Communication Gaps.Journal of dental education · 2025Article
- Effects of student standardized patients combined with situational simulation on teaching outcomes of acute and severe gastrointestinal tumors.World journal of gastrointestinal oncology · 2025Article
- The impact of scenario-based simulation training on nursing students' knowledge and performance in patient care after coronary artery surgery.BMC nursing · 2025Article
- Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundCardiovascular diseases present a significant challenge in clinical practice due to their sudden onset and rapid progression. The management of these conditions necessitates cardiologists to possess strong clinical reasoning and individual competencies. The internship phase is crucial for medical students to transition from theory to practical application, with an emphasis on developing clinical thinking and skills. Despite the critical need for education on cardiovascular diseases, there is a noticeable gap in research regarding the utilization of artificial intelligence in clinical simulation teaching.
objectiveThis study aims to evaluate the effect and influence of AI-empowered scenario-based simulation teaching mode in the teaching of cardiovascular diseases.
methodsThe study utilized a quasi-experimental research design and mixed-methods. The control group comprised 32 students using traditional teaching mode, while the experimental group included 34 students who were instructed on cardiovascular diseases using the AI-empowered scenario-based simulation teaching mode. Data collection included post-class tests, "Mini-CEX" assessments, Clinical critical thinking scale from both groups, and satisfaction surveys from experimental group. Qualitative data were gathered through semi-structured interviews.
resultsResearch shows that compared with traditional teaching models, AI-empowered scenario-based simulation teaching mode significantly improve students' performance in many aspects. The theoretical knowledge scores(P < 0.001), clinical operation skills(P = 0.0416) and clinical critical thinking abilities of students(P < 0.001) in the experimental group were significantly improved. The satisfaction survey showed that students in the experimental group were more satisfied with the teaching scene(P = 0.008), Individual participation(P = 0.006) and teaching content(P = 0.009). There is no significant difference in course discussion, group cooperation and teaching style of teachers(P > 0.05). Additionally, the qualitative data from the interviews highlighted three themes: (1) Positive new learning experience, (2) Improved clinical critical thinking skills, and (3) Valuable suggestions and concerns for further improvement.
conclusionThe AI-empowered scenario simulation teaching Mode plays an important role in the improvement of clinical thinking and skills of medical undergraduates. This study believes that the AI-empowered scenario simulation teaching mode is an effective and feasible teaching model, which is worthy of promotion in other courses.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.