Effect of AI Chatbot-Assisted Versus Traditional Case-Based Learning on Clinical Reasoning in Occupational Therapy Students: A Study on Parkinson's Disease

NCT07045077 | Completed

• 1 other identifier: F109843008AF4827
• Study Type: interventional
• Target: 25
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to examine whether using an artificial intelligence (AI) chatbot can enhance occupational therapy students' learning during a case-based activity focused on Parkinson's disease. The research compares two groups of students: one using traditional learning materials, and another using both traditional resources and a conversational AI chatbot. Students in both groups work in teams to analyze the same clinical case and propose assessment and treatment strategies for a hypothetical patient. The main purpose of the study is to evaluate whether the AI chatbot helps improve students' performance in three learning domains: cognitive (knowledge and understanding), affective (empathy and attitudes), and psychomotor (planning and action skills). Students' performance is assessed through a structured written examination. The hypothesis is that students who use the AI chatbot will achieve higher scores, especially in the cognitive and psychomotor domains, compared to those who rely on traditional methods only. The study also examines how students interact with the chatbot and whether they use it to support deeper clinical reasoning. By exploring the role of AI in occupational therapy education, this research seeks to inform future teaching strategies and support the thoughtful integration of digital tools in health professions training.

Conditions

Parkinson Disease; Occupational Therapy Students; Clinical Reasoning; Neurologic Rehabilitation

Keywords

Parkinson Disease; Occupational Therapy Education; Artificial Intelligence; Clinical Reasoning; Case-Based Learning; Chatbot

Outcome Measures

Primary Outcomes (1)

• Total Post-Test Score (0-24 points)

  The total score on a six-item written examination measuring clinical reasoning performance in occupational therapy students. The test includes items covering cognitive, affective, and psychomotor domains. Each item is scored by two independent, blinded raters. The total possible score is 24 points. Higher scores indicate better clinical reasoning performance.

  Immediately after the intervention (within the same session)

Secondary Outcomes (3)

• Cognitive Domain Score (0-8 points)

  Immediately after the intervention

• Affective Domain Score (0-8 points)

  Immediately after the intervention

• Psychomotor Domain Score (0-8 points)

  Immediately after the intervention

Study Arms (2)

AI Chatbot-Assisted Case-Based Learning

EXPERIMENTAL

Participants in this arm completed a Parkinson's disease case analysis using an AI chatbot designed to simulate interaction with a virtual client. The chatbot provided real-time, natural language responses to student queries. Students worked in small groups to develop problem lists, goals, and intervention plans based on the simulated interaction.

Behavioral: AI Chatbot-Assisted Case-Based Learning

Traditional Case-Based Learning

ACTIVE COMPARATOR

Participants in this arm completed the same Parkinson's disease case analysis using traditional learning resources, such as lecture notes and textbooks. They worked in small groups to develop problem lists, goals, and intervention plans without access to the AI chatbot or any digital simulation tool.

Behavioral: Traditional Case-Based Learning with Standard Materials

Interventions

AI Chatbot-Assisted Case-Based Learning BEHAVIORAL

Participants in this intervention used a conversational AI chatbot integrated into a case-based learning activity focused on Parkinson's disease. The chatbot simulated a virtual client and responded to student questions in natural language. Students used the chatbot to gather occupational history, clarify symptoms, and explore intervention planning options during a structured 90-minute session.

AI Chatbot-Assisted Case-Based Learning

Traditional Case-Based Learning with Standard Materials BEHAVIORAL

Participants in this intervention completed the same Parkinson's disease case analysis using only traditional educational materials, such as lecture notes, textbooks, and class handouts. No digital or AI-based tool was used. The session was instructor-guided and lasted 90 minutes, during which students worked collaboratively to assess the case and develop intervention plans.

Traditional Case-Based Learning

Eligibility Criteria

• Age: 20 Years - 23 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Currently enrolled as an undergraduate student in an occupational therapy program
• Registered in the "Neurological Rehabilitation" course during the study semester
• Aged between 20 and 23 years
• Provided written informed consent to participate in the study

You may not qualify if:

• Previously completed the "Neurological Rehabilitation" course in a prior semester
• Refused or failed to provide informed consent
• Participated in a similar case-based learning study within the past 6 months

Sponsors & Collaborators

• Ceyhun Türkmen: lead

Study Sites (1)

Faculty of Health Sciences

Çankırı, 14100, Turkey (Türkiye)

Location

Related Publications (1)

• Veltkamp DMJ, Nijhoff MF, van den Broek DAJ, Buntinx M, Kers J, Engelse MA, Huurman VAL, Roelen DL, Heidt S, Alwayn IPJ, de Koning EJP, de Vries APJ. Chronic Pancreas Allograft Rejection Followed by Successful HLA-Incompatible Islet Alloautotransplantation: A Novel Strategy? Transpl Int. 2023 Aug 24;36:11505. doi: 10.3389/ti.2023.11505. eCollection 2023.

  PMID: 37692453 BACKGROUND

MeSH Terms

Conditions

Parkinson Disease

Condition Hierarchy (Ancestors)

Parkinsonian Disorders; Basal Ganglia Diseases; Brain Diseases; Central Nervous System Diseases; Nervous System Diseases; Movement Disorders; Synucleinopathies; Neurodegenerative Diseases

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The outcome assessors who scored the written exam were blinded to group assignment. Participants and investigators were not masked due to the nature of the educational intervention.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Assoc. Prof.

Model Details: Participants were randomly assigned to one of two parallel groups. The intervention group used an AI chatbot to support clinical reasoning during a Parkinson's disease case analysis, while the control group used traditional learning resources. Both groups completed the same task and post-intervention assessment.

Study Record Dates

• First Submitted: June 22, 2025
• First Posted: July 1, 2025
• Study Start: July 1, 2025
• Primary Completion: July 2, 2025
• Study Completion: July 3, 2025
• Last Updated: July 8, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)