Using Generative AI to Enhance Clinical Prioritization and Cultural Competence of Students in Community Health Practice

NCT07545135 | Completed DMC

• 2 other identifiers: EA250198962
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

Brief Summary

This is a pragmatic, cross-over randomized, two-group pre \& post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios.

Conditions

Generative AI; Interprofessional Education

Keywords

Generative AI; Interprofessional education; Virtual Escape Room

Outcome Measures

Primary Outcomes (4)

• Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R)

  The SPICE-R instrument contains ten items and three factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, \& 8-10), roles/responsibilities for collaborative practice (items 2 \& 7), and patient outcomes from collaborative practice (items 3 \& 4). The SPICE-R instrument demonstrated reliability and construct validity. The instrument demonstrated validity according to multiple established criteria, and the composite reliability of the overall instrument (i.e., all ten items evaluated together) was high at 0.84.

  2 months

• Online Student Engagement questionnaire (OSE)

  The questionnaire comprised four factors, namely skills engagement (e.g., taking good notes over readings), emotional engagement (e.g., finding ways to make the course interesting to me), participation engagement (e.g., participating actively in small group discussion forums), and performance engagement (e.g., getting a good grade). The Online Student Engagement (OSE) covered 19 items that measured students' behaviours, thoughts, or feelings regarding the online courses. The items were scored using a 5-point Likert scale. The OSE requires approximately 10-15 min to complete. The maximum possible engagement score was 95, and the maximum scores in the domains of skills engagement, emotional engagement, participation engagement and performance engagement were 30, 25, 30 and 10 respectively. A mean item score of ≥3.5 (total score of ≥66.5) represents a highly engaged student. The OSE exhibited face and concurrent validity and had a Cronbach's Alpha of 0.91.

  2 months

• Modified Cultural Awareness Scale (mCAS)

  The mCAS is a four-factor measure of cultural awareness, and it possesses satisfactory internal consistency. The Cronbach's alpha value was 0.88 for the total scale and ranged from 0.7 ("cognitive awareness") to 0.9 ("general educational and research experience") for the four subscales. The four factors explained 43.4% of the total variance. All items had a factor loading \> 0.3. Factor 1, "general education and research experience," included 15 items and was the strongest factor (16.87% of the total variance). Factor 2, "behaviours/comfort with interactions," included eight items. Factor 3, "cognitive awareness," and factor 4, "clinical issues", included 7 and 5 items. Results support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.

  2 months

• Technology-Enabled Active Learning (TEAL)

  Students' perceptions of the technology-driven learning environment were measured using the TEAL instrument (Shroff et al., 2019). This validated survey assesses how students experience active learning when supported by technology. It focuses on four key dimensions: Interprofessional Teamwork (ITR), Prioritization (PRS), Intervention (INT), and Feedback (FEE). The total TEAL score provides a comprehensive view of the students' ability to collaborate and manage tasks effectively within a digital learning framework.

  2 months

Study Arms (2)

Initial intervention group (Group A)

EXPERIMENTAL

In the chronic obstructive pulmondary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario with group discussion. The tuberculosis (TB) module launched after three weeks of washout period, Group A (control group) will go through the TB scenario using problem based learning approach.

Other: Virtual Escape Room

Initial control group (Group B)

EXPERIMENTAL

In the chronic obstructive pulmonary disease (COPD) module, Group B (control group) will go through the COPD scenario using problem based learning approach. The tuberculosis (TB) module launched after three weeks of washout period, Group B (intervention group) will go through the ER TB scenario with group discussion.

Other: Virtual Escape Room

Interventions

Virtual Escape Room OTHER

To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room ER' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios.

Initial control group (Group B); Initial intervention group (Group A)

Eligibility Criteria

• Age: 18 Years - 40 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• undergraduate healthcare students

You may not qualify if:

• cannot communicate in English and without internet access

Sponsors & Collaborators

• The University of Hong Kong: lead

Study Sites (1)

5/F, Academic Building, 3 Sassoon Road, Hong Kong

Hong Kong, Hong Kong

Location

Related Publications (4)

• Kumlien, C., Bish, M., Chan, E. A., Rew, L., Chan, P. S., Leung, D., & Carlson, E. (2020). Psychometric properties of a modified cultural awareness scale for use in higher education within the health and social care fields. BMC medical education, 20(1), 406-408. https://doi.org/10.1186/s12909-020-02326-8

  BACKGROUND

• Dixson, Marcia. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning. 19. 10.24059/olj.v19i4.561.

  BACKGROUND

• Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1-13. Retrieved from http://josotl.indiana.edu/article/view/1744

  BACKGROUND

• Dominguez DG, Fike DS, MacLaughlin EJ, Zorek JA. A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. J Interprof Care. 2015 Mar;29(2):144-9. doi: 10.3109/13561820.2014.947360. Epub 2014 Aug 7.

  PMID: 25101520 BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Lecturer of School of Nursing, Principal Investigator

Model Details: Participants will be randomly allocated to either Group A or Group B using a randomization sequence generated by an independent researcher. The randomization process will be concealed from the participants. In the chronic obstructive pulmonary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario videos with group discussion whereas Group B (control group) will go through the COPD problem-based learning. The tuberculosis (TB) module will be launched after three weeks. Group B (intervention group) will go through the ER TB scenario videos with group discussion whereas Group A (control group) will go through the TB problem-based learning. Qualitative data will be collected by conducting three focus group interviews using verbatim transcription with thematic analysis. Participating students will be invited for the interview regarding their experiences in IPE and intercultural learning.

Study Record Dates

• First Submitted: April 15, 2026
• First Posted: April 22, 2026
• Study Start: April 1, 2025
• Primary Completion: October 31, 2025
• Study Completion: October 31, 2025
• Last Updated: April 24, 2026

Record last verified: 2025-03

Data Sharing

• IPD Sharing: Will not share

Locations

HK (1)