BMC medical education · 2026
Application of AI-assisted PBL-CBL combined teaching in the diagnosis and treatment of post-herpetic neuralgia: a randomised controlled trial.
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Yang Fang, Wang Jingmei, He Liping
Аннотация
BACKGROUND: This study aimed to explore the efficacy of a teaching model integrating artificial intelligence-assisted problem-based learning (PBL) with case-based learning (CBL) in standardized clinical teaching of postherpetic neuralgia (PHN) for medical interns.
METHODS: A total of 120 interns at the Affiliated Hospital of Yunnan University were randomly divided into an observation group and a control group (n = 60 each). The control group received conventional lecture-based teaching, while the observation group was taught using the AI-assisted PBL-CBL combined model. After four weeks of teaching, the educational outcomes were evaluated through theoretical examinations, clinical skill assessments, Mini-Clinical Evaluation Exercise (Mini-CEX) scores, and a teaching satisfaction questionnaire.
RESULTS: After four weeks, the theoretical score of the observation group was 87.35 ± 5.66, and the clinical practice score was 90.12 ± 3.47, both significantly higher than those of the control group (84.67 ± 4.05 and 88.23 ± 3.94, respectively; P < 0.01). The Mini-CEX evaluation showed that students in the observation group had significantly improved clinical practice skills (P < 0.001), whereas no significant differences were observed between the two groups in humanistic qualities, professionalism, or organization/efficiency (P > 0.05). In addition, the observation group reported higher teaching satisfaction than the control group.
CONCLUSIONS: The AI-assisted PBL-CBL teaching model significantly improves medical interns' theoretical knowledge and clinical skills related to PHN, enhances their clinical reasoning ability, and increases teaching satisfaction.
METHODS: A total of 120 interns at the Affiliated Hospital of Yunnan University were randomly divided into an observation group and a control group (n = 60 each). The control group received conventional lecture-based teaching, while the observation group was taught using the AI-assisted PBL-CBL combined model. After four weeks of teaching, the educational outcomes were evaluated through theoretical examinations, clinical skill assessments, Mini-Clinical Evaluation Exercise (Mini-CEX) scores, and a teaching satisfaction questionnaire.
RESULTS: After four weeks, the theoretical score of the observation group was 87.35 ± 5.66, and the clinical practice score was 90.12 ± 3.47, both significantly higher than those of the control group (84.67 ± 4.05 and 88.23 ± 3.94, respectively; P < 0.01). The Mini-CEX evaluation showed that students in the observation group had significantly improved clinical practice skills (P < 0.001), whereas no significant differences were observed between the two groups in humanistic qualities, professionalism, or organization/efficiency (P > 0.05). In addition, the observation group reported higher teaching satisfaction than the control group.
CONCLUSIONS: The AI-assisted PBL-CBL teaching model significantly improves medical interns' theoretical knowledge and clinical skills related to PHN, enhances their clinical reasoning ability, and increases teaching satisfaction.