Using clinical history taking chatbot mobile app for clinical bedside teachings – A prospective case control study

Co, Michael; Yuen, Tsz Hon John; Cheung, Billy Ho Hung

doi:10.1016/j.heliyon.2022.e09751

Cited by 15 publications

(19 citation statements)

References 13 publications

(14 reference statements)

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“…A novel way students in Hong Kong developed and practiced clinical history taking skills was with a chatbot mobile app. Assessment of student performance in clinical history taking was comparable to those in a group taught using conventional methods [ 10 ]. Other universities that had some access to clinical encounters in the out-patient environment but no longer in the hospital setting supplemented skill acquisition with online video-based learning [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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Background The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. Methods We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. Results Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. Conclusions Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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“…Regarding convenience, the AI chatbot educational program developed in our study allowed easy access to learning contents through the internet and a mobile device, regardless of time and space, enabling ubiquitous learning. Hence, smartphones equipped with a chatbot can be used as a mobile learning tool that allows immediate responses and promotes human interactions, without restrictions of time and space [ 17 , 25 ], thereby facilitating students’ self-directed learning. Moreover, as the chatbot used in our study asked questions based on the students’ learnings from video lectures and offered feedback based on their answers, it provided a learning environment that allowed students to discover what they had missed and relearn accordingly.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, in a study targeting 4th grade medical students in Hong Kong, clinical history was obtained by talking with a virtual patient through a chatbot mobile app without time or geographical restrictions. Based on the results of this study, it is suggested that chatbot programs can be an alternative to the existing clinical practice methods [ 17 ]. However, few studies have assessed its effect in nursing education.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study

2022

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Background Education and training are needed for nursing students using artificial intelligence-based educational programs. However, few studies have assessed the effect of using chatbots in nursing education. Objectives This study aimed to develop and examine the effect of an artificial intelligence chatbot educational program for promoting nursing skills related to electronic fetal monitoring in nursing college students during non-face-to-face classes during the COVID-19 pandemic. Design This quasi-experimental study used a nonequivalent control group non-synchronized pretest–posttest design. Methods The participants were 61 junior students from a nursing college located in G province of South Korea. Data were collected between November 3 and 16, 2021, and analyzed using independent t-tests. Results The experimental group—in which the artificial intelligence chatbot program was applied—did not show statistically significant differences in knowledge (t = -0.58, p = .567), clinical reasoning competency (t = 0.75, p = .455), confidence (t = 1.13, p = .264), and feedback satisfaction (t = 1.72, p = .090), compared with the control group; however, its participants’ interest in education (t = 2.38, p = .020) and self-directed learning (t = 2.72, p = .006) were significantly higher than those in the control group. Conclusion The findings of our study highlighted the potential of artificial intelligence chatbot programs as an educational assistance tool to promote nursing college students’ interest in education and self-directed learning. Moreover, such programs can be effective in enhancing nursing students’ skills in non-face-to face-situations caused by the ongoing COVID-19 pandemic.

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“…It is, therefore, an excellent resource as a complement to interaction with real patients [ 14 ] when direct contact with the patient is not yet possible [ 10 ] due to a lack of preparation of the student or situations such as that which was caused by the COVID-19 pandemic, also allowing the recreation of unusual clinical cases in daily practice [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

Suárez

Velasco

García

et al. 2022

IJERPH

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Knowing how to diagnose effectively and efficiently is a fundamental skill that a good dental professional should acquire. If students perform a greater number of clinical cases, they will improve their performance with patients. In this sense, virtual patients with artificial intelligence offer a controlled, stimulating, and safe environment for students. To assess student satisfaction after interaction with an artificially intelligent chatbot that recreates a virtual patient, a descriptive cross-sectional study was carried out in which a virtual patient was created with artificial intelligence in the form of a chatbot and presented to fourth and fifth year dental students. After several weeks interacting with the AI, they were given a survey to find out their assessment. A total of 193 students participated. A large majority of the students were satisfied with the interaction (mean 4.36), the fifth year students rated the interaction better and showed higher satisfaction values. The students who reached a correct diagnosis rated this technology more positively. Our research suggests that the incorporation of this technology in dental curricula would be positively valued by students and would also ensure their training and adaptation to new technological developments.

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Using clinical history taking chatbot mobile app for clinical bedside teachings – A prospective case control study

Cited by 15 publications

References 13 publications

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study

Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

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