Advances in medical education and practice · 2026
Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.
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Malpe Gopal Sushmitha, Venkatesh Murthy Shashidhar, B R ShanthaKumari, Patil Vathsala, Shetty Tanvi, Ramnarayan Komattil
Аннотация
PURPOSE: The present study aims to incorporate an active learning pedagogy model that is both educator-friendly and cost-effective, to enhance the effectiveness of basic medical science teaching in the undergraduate dental curriculum.
METHODS: This is an exploratory educational study that focuses on students' perceptions of the hybrid case-based learning and small-group teaching approach, along with student and faculty feedback on the use of artificial intelligence in case generation. The data was analyzed using descriptive statistics and thematic coding.
RESULTS: Students reported overwhelmingly positive perceptions of enhanced subject knowledge, clinical reasoning, and examination preparedness, while fostering collaborative learning under the facilitation of subject experts. Faculty reported highly positive perceptions of using artificial intelligence to generate case vignettes that align with the learning objectives, while also highlighting the significance of human oversight.
CONCLUSION: The integration of innovative AI-generated, faculty-validated case study materials delivered through small-group facilitated learning was well received by both students and educators, as evidenced by their feedback. This approach supports active learning, enhances higher-order cognition, strengthens practical applicability, and augments learner engagement, offering a feasible, cost-effective pedagogical model for teaching basic medical sciences in the dental curriculum.
METHODS: This is an exploratory educational study that focuses on students' perceptions of the hybrid case-based learning and small-group teaching approach, along with student and faculty feedback on the use of artificial intelligence in case generation. The data was analyzed using descriptive statistics and thematic coding.
RESULTS: Students reported overwhelmingly positive perceptions of enhanced subject knowledge, clinical reasoning, and examination preparedness, while fostering collaborative learning under the facilitation of subject experts. Faculty reported highly positive perceptions of using artificial intelligence to generate case vignettes that align with the learning objectives, while also highlighting the significance of human oversight.
CONCLUSION: The integration of innovative AI-generated, faculty-validated case study materials delivered through small-group facilitated learning was well received by both students and educators, as evidenced by their feedback. This approach supports active learning, enhances higher-order cognition, strengthens practical applicability, and augments learner engagement, offering a feasible, cost-effective pedagogical model for teaching basic medical sciences in the dental curriculum.