Medical EducationNCT07820137
Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education
A study testing Lecture-Based Learning, BOPPPS Combined With Case-Based Learning and AI-Integrated BOPPPS Combined With Case-Based Learning in people with Medical Education, run by The Second Hospital of Shandong University at 1 site in China.
Trial summary
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Medical Education
- What is being tested?
- Lecture-Based Learning, BOPPPS Combined With Case-Based Learning and AI-Integrated BOPPPS Combined With Case-Based Learning
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 192 participants
- Where
- 1 siteChina
- Study dates
- 17 Nov 2025to 1 Dec 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Third-year undergraduate medical students in the clinical medicine program of Shandong University undertaking the nephrology clerkship at The Second Hospital of Shandong University.
- Completion of the required theoretical courses in pathophysiology and internal medicine before study participation.
- Provision of written informed consent.
Who cannot join
- Previous nephrology clinical clerkship or internship experience, or previous participation in additional nephrology-focused training beyond the standard pre-clerkship curriculum.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education: A Three-Arm Cluster Randomized Controlled Educational Trial
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University. The study aimed to compare the effects of lecture-based learning, BOPPPS combined with case-based learning, and artificial intelligence-integrated BOPPPS combined with case-based learning on students' theoretical knowledge, clinical reasoning, clinical case analysis, and critical appraisal of AI-generated clinical recommendations.
Existing clinical clerkship teaching groups, rather than individual students, were randomized to one of three educational interventions: lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL). Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm.
Read more
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team.
The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback.
The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
Read the detailed description
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University.
Existing clinical clerkship teaching groups served as the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio to lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL), with four teaching groups assigned to each arm.
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team. The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback. The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
- Conditions
- Medical Education
- Being tested
- Lecture-Based Learning, BOPPPS Combined With Case-Based Learning, AI-Integrated BOPPPS Combined With Case-Based Learning
- Keywords
- Artificial intelligence, Medical education, BOPPPS, Case-based learning, Clinical reasoning, Nephrology clerkship
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Lecture-Based LearningBehavioural
Students received traditional lecture-based learning during nephrology clerkship education. Standardized teaching on acute kidney injury and chronic renal failure was delivered by the teaching team using conventional instructional methods.
BOPPPS Combined With Case-Based LearningBehavioural
Students received a structured BOPPPS teaching model combined with case-based learning activities during nephrology clerkship education. The intervention included case discussion, progressive case disclosure, clinical reasoning exercises, and feedback from instructors.
AI-Integrated BOPPPS Combined With Case-Based LearningBehavioural
Students received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and identified potential errors or limitations based on clinical guidelines and evidence-based resources.
| Study group | Role | What they receive |
|---|---|---|
| Lecture-Based Learning | Active comparator | Students received traditional lecture-based learning during nephrology clerkship education. Standardized instruction on acute kidney injury and chronic renal failure was provided by the teaching team. Receives: Behavioral: Lecture-Based Learning |
| BOPPPS Combined With Case-Based Learning | Experimental | Students received a BOPPPS structured teaching model combined with case-based learning activities. The intervention included progressive clinical case discussion, clinical reasoning exercises, and feedback during nephrology clerkship education. Receives: Behavioral: BOPPPS Combined With Case-Based Learning |
| AI-Integrated BOPPPS Combined With Case-Based Learning | Experimental | Students received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and revised potential errors based on clinical guidelines and evidence-based resources. Receives: Behavioral: AI-Integrated BOPPPS Combined With Case-Based Learning |
What is being measured
The primary outcome is the main question the study is designed to answer.
Study-Specific Clinical Case Analysis Assessment Total Score
Clinical case analysis performance was assessed using a study-specific three-case written assessment developed by the nephrology teaching team. The assessment evaluated students' ability to apply nephrology knowledge to clinical case analysis, diagnostic reasoning, treatment planning, and critical appraisal of AI-generated clinical recommendations. Total scores ranged from 0 to 70 points, with higher scores indicating better overall clinical case analysis performance.
Measured: Immediately after completion of the educational intervention
Secondary outcomes (5)
Study-Specific Post-Class Theoretical Knowledge Test Score
Theoretical knowledge was assessed using a study-specific post-class test covering acute kidney injury and chronic kidney disease. The test consisted of 15 single-choice questions, with each correct answer worth 2 points. Total scores ranged from 0 to 30 points, with higher scores indicating better theoretical knowledge performance.
Measured: Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: Clinical Reasoning Component Score
Clinical reasoning was assessed using Cases 1 and 2 of the study-specific Clinical Case Analysis Assessment. The cases addressed acute kidney injury and chronic kidney disease and evaluated students' ability to identify clinical problems, interpret clinical and laboratory information, formulate diagnoses, assess complications, and develop appropriate management plans. Scores ranged from 0 to 48 points, with higher scores indicating better clinical reasoning performance.
Measured: Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: AI Critical Appraisal Component Score
AI critical appraisal ability was assessed using Case 3 of the study-specific Clinical Case Analysis Assessment. Students evaluated an AI-generated treatment plan for a patient with acute kidney injury and severe hyperkalemia, identified clinically inappropriate or unsafe recommendations, explained the reasons, prioritized immediate management, and proposed an appropriate treatment plan. Scores ranged from 0 to 22 points, with higher scores indicating better ability to critically appraise AI-generated clinical recommendations.
Measured: Immediately after completion of the educational intervention
Knowledge Gain in Theoretical Knowledge Test Score
Knowledge gain was calculated as the post-class theoretical knowledge test score minus the pre-class theoretical knowledge test score. Both tests consisted of 15 single-choice questions and had possible total scores ranging from 0 to 30 points. Therefore, knowledge gain scores could range from -30 to +30 points. Higher values indicate greater improvement in theoretical knowledge, a score of 0 indicates no change, and negative values indicate a lower post-class than pre-class score.
Measured: Change from immediately before the educational intervention to immediately after completion of the educational intervention
Study-Specific Course Feedback Questionnaire Total Score
Course feedback was assessed using a study-specific 8-item questionnaire developed by the research team. Items assessed perceived learning gains and teaching satisfaction. Each item was rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Total scores ranged from 8 to 40 points, with higher scores indicating more favorable perceptions of the educational experience.
Measured: Immediately after completion of the educational intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Sep 2026
- Study start17 Nov 2025
- Primary completion1 Dec 2025
- Study completion1 Dec 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Medical EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This was a three-arm, parallel-group, cluster randomized controlled educational trial. Existing clinical clerkship teaching groups were the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm. Students within each teaching group received the same assigned educational intervention.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 192 participants (actual)
Sponsor and investigators
- Lead sponsor
- The Second Hospital of Shandong University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Fulin Dou, Principal investigator, The Second Hospital of Shandong University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07820137
- Sponsor's protocol ID
- AI-BOPPPS-Nephro-2025
- Other IDs
- MR-37-26-055587
- Status last verified
- Aug 2026
- First submitted
- 24 Aug 2026
- Last updated
- 15 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be made available because the dataset contains individual-level educational performance and assessment information from medical students, and sharing such data may pose privacy and confidentiality concerns. Aggregated study results will be reported in scientific publications.
Study at a glance
From the registry record, last updated by the sponsor on 15 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Artificial Intelligence-Integrated BOPPPS Case-Based Learning for Nephrology Clerkship Education: A Three-Arm Cluster Randomized Controlled Educational Trial
- ClinicalTrials.gov ID
- NCT07820137
- Acronym / sponsor ID
- AI-BOPPPS-Nephro-2025
- Conditions
- Medical Education
- Keywords
- Artificial intelligence, Medical education, BOPPPS, Case-based learning, Clinical reasoning, Nephrology clerkship
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 192 participants (actual)
- Lead sponsor
- The Second Hospital of Shandong UniversityUniversity, hospital or other
- Study start
- 17 Nov 2025 (actual)
- Primary completion
- 1 Dec 2025 (actual)
- Study completion
- 1 Dec 2025 (actual)
- First posted
- 15 Sep 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University. The study aimed to compare the effects of lecture-based learning, BOPPPS combined with case-based learning, and artificial intelligence-integrated BOPPPS combined with case-based learning on students' theoretical knowledge, clinical reasoning, clinical case analysis, and critical appraisal of AI-generated clinical recommendations.
Existing clinical clerkship teaching groups, rather than individual students, were randomized to one of three educational interventions: lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL). Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm.
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team.
The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback.
The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
Detailed description
This prospective, three-arm, parallel-group, cluster randomized controlled educational trial was conducted among third-year undergraduate medical students undertaking nephrology clerkship at The Second Hospital of Shandong University.
Existing clinical clerkship teaching groups served as the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio to lecture-based learning (LBL), BOPPPS combined with case-based learning (BOPPPS-CBL), or artificial intelligence-integrated BOPPPS combined with case-based learning (AI-BOPPPS-CBL), with four teaching groups assigned to each arm.
All groups received standardized instruction on acute kidney injury and chronic renal failure delivered by the same teaching team. The BOPPPS-CBL intervention incorporated structured learning activities including case discussion, progressive case disclosure, clinical reasoning exercises, and feedback. The AI-integrated group additionally used AI-generated clinical scenarios and diagnostic and treatment recommendations as materials for critical appraisal. Students identified potential errors or limitations in AI-generated content and proposed revisions based on textbooks, clinical guidelines, and evidence-based resources.
The primary outcome was the clinical case analysis score. Secondary outcomes included theoretical test scores, knowledge gain, clinical reasoning score, AI critical appraisal score, and course feedback.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
- Model description
- This was a three-arm, parallel-group, cluster randomized controlled educational trial. Existing clinical clerkship teaching groups were the units of randomization. Twelve teaching groups were randomized in a 1:1:1 ratio, with four teaching groups assigned to each arm. Students within each teaching group received the same assigned educational intervention.
| Arm | Type | Receives |
|---|---|---|
| Lecture-Based Learning | Active comparator | Behavioral: Lecture-Based LearningStudents received traditional lecture-based learning during nephrology clerkship education. Standardized instruction on acute kidney injury and chronic renal failure was provided by the teaching team. |
| BOPPPS Combined With Case-Based Learning | Experimental | Behavioral: BOPPPS Combined With Case-Based LearningStudents received a BOPPPS structured teaching model combined with case-based learning activities. The intervention included progressive clinical case discussion, clinical reasoning exercises, and feedback during nephrology clerkship education. |
| AI-Integrated BOPPPS Combined With Case-Based Learning | Experimental | Behavioral: AI-Integrated BOPPPS Combined With Case-Based LearningStudents received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and revised potential errors based on clinical guidelines and evidence-based resources. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Third-year undergraduate medical students in the clinical medicine program of Shandong University undertaking the nephrology clerkship at The Second Hospital of Shandong University.
- Completion of the required theoretical courses in pathophysiology and internal medicine before study participation.
- Provision of written informed consent.
Key exclusion criteria (1 listed)
- Previous nephrology clinical clerkship or internship experience, or previous participation in additional nephrology-focused training beyond the standard pre-clerkship curriculum.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Lecture-Based LearningStudents received traditional lecture-based learning during nephrology clerkship education. Standardized teaching on acute kidney injury and chronic renal failure was delivered by the teaching team using conventional instructional methods. | Behavioural | Lecture-Based Learning |
| BOPPPS Combined With Case-Based LearningStudents received a structured BOPPPS teaching model combined with case-based learning activities during nephrology clerkship education. The intervention included case discussion, progressive case disclosure, clinical reasoning exercises, and feedback from instructors. | Behavioural | BOPPPS Combined With Case-Based Learning |
| AI-Integrated BOPPPS Combined With Case-Based LearningStudents received an artificial intelligence-integrated BOPPPS case-based learning model. AI-generated clinical scenarios and diagnostic and treatment recommendations were used as learning materials for critical appraisal. Students evaluated AI-generated content and identified potential errors or limitations based on clinical guidelines and evidence-based resources. | Behavioural | AI-Integrated BOPPPS Combined With Case-Based Learning |
Primary outcome
Study-Specific Clinical Case Analysis Assessment Total Score
Time frame: Immediately after completion of the educational intervention
Clinical case analysis performance was assessed using a study-specific three-case written assessment developed by the nephrology teaching team. The assessment evaluated students' ability to apply nephrology knowledge to clinical case analysis, diagnostic reasoning, treatment planning, and critical appraisal of AI-generated clinical recommendations. Total scores ranged from 0 to 70 points, with higher scores indicating better overall clinical case analysis performance.
5 secondary outcomes
Study-Specific Post-Class Theoretical Knowledge Test Score
Time frame: Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: Clinical Reasoning Component Score
Time frame: Immediately after completion of the educational intervention
Study-Specific Clinical Case Analysis Assessment: AI Critical Appraisal Component Score
Time frame: Immediately after completion of the educational intervention
Knowledge Gain in Theoretical Knowledge Test Score
Time frame: Change from immediately before the educational intervention to immediately after completion of the educational intervention
Study-Specific Course Feedback Questionnaire Total Score
Time frame: Immediately after completion of the educational intervention
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Sep 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be made available because the dataset contains individual-level educational performance and assessment information from medical students, and sharing such data may pose privacy and confidentiality concerns. Aggregated study results will be reported in scientific publications.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Fulin Dou principal investigator
The Second Hospital of Shandong University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Lecture-Based Learning, BOPPPS Combined With Case-Based Learning and AI-Integrated BOPPPS Combined With Case-Based Learning in people with Medical Education, run by The Second Hospital of Shandong University at 1 site in China.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 15 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in China. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Study-Specific Clinical Case Analysis Assessment Total Score (time frame: Immediately after completion of the educational intervention). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 Sep 2026.