Evidence map›Paper›PMID 40128772›Full record

Trial reportBMC medical education2025

Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation.

Vincent Dupont, Dominique Guerrot, Leila Bouazzi, Lucile Figueres, Yves-Marie Pers, Emmanuel Guenou, Coralie Barbe, Kevin Yauy

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Trial
  3. Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Vincent DupontDepartment of nephrology, University Hospital of Reims, 45 rue Cognacq Jay, Reims, 51100, France. vdupont@chu-reims.fr.
Dominique GuerrotDepartment of Nephrology, Univ Rouen Normandie, INSERM EnVI U1096, CHU Rouen, CIC-CRB 1404, Rouen, F-76000, France.
Leila BouazziResearch on Health University Department, University of Reims Champagne-Ardenne, Reims, France.
Lucile FigueresUniversity Hospital of Nantes, CR2TI-ITUN, CRMR Filière OSCAR, CRMR Filière ORKID, Nantes, France.
Yves-Marie PersINSERM. Clinical immunology and osteoarticular diseases Therapeutic Unit, IRMB, University of Montpellier, Lapeyronie University Hospital, Montpellier, France.
Emmanuel GuenouCompuute.io, Montpellier, France.
Coralie BarbeResearch on Health University Department, University of Reims Champagne-Ardenne, Reims, France.
Kevin YauyLIRMM, MAB. Centre de Référence Anomalies du Développement Syndromes Malformatifs, Service de Génétique Médicale, University of Montpellier, Hôpital Arnaud de Villeneuve, CHU Montpellier, Montpellier, France.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionObjective 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.

methodsA 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.

resultsThe 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.

conclusionsThe use of an OSCE preparation podcast significantly enhanced students' performance in AI-based simulations and confidence in nephrology clinical competencies. Podcasts represent a valuable supplementary tool for medical education, providing flexibility and supporting diverse learning styles.

trial registrationNot applicable.

Indexed as

Clinical CompetenceEducational MeasurementEducation, Medical, UndergraduateNephrologyWebcasts as TopicAdultFemaleHumansMaleStudents, MedicalGenerative AIObjective structured clinical examinationsPodcastSimulation

Identifiers

PMID40128772
PMCPMC11934527

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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Registered trials

None linked

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.