Yapay Zeka Hızlı Bakış & Çıkarımlar
AI InsightEvaluating educational interventions using both quantitative and qualitative methods may provide a more comprehensive understanding of professional identity development than relying solely on self-report attitude measures.
📌 3 Maddede Bu Makale
Abstract
Aims: Professional identity development is a fundamental objective of undergraduate medical education; however, evidence regarding educational interventions that support this process during the preclinical years remains limited. This study aimed to examine a creative drama-based educational intervention incorporating reflective writing and AI-supported patient interactions among first-year medical students by examining changes in professional attitudes and exploring students’ experiences related to professional identity development. Methods: This exploratory pilot study employed a mixed-methods design and was conducted with 30 first-year medical students enrolled in an elective Medicine and Creative Drama course. The six-session intervention integrated creative drama activities, reflective writing, and AI-supported patient-physician interviews. Quantitative data were collected using the scale for attitudes towards the medical profession, an Observational Assessment Form, and an AI-Supported Patient-Physician Interview Evaluation Form. Qualitative data consisted of students’ reflective writings. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed using thematic analysis. Results: No statistically significant difference was observed between pre- and post-intervention total professional attitude scores (p=.061), and no significant changes were found in the willingness, helping others, or commitment to the profession subdimensions (p>.05). A strong positive correlation was found between observational assessment scores and AI-supported patient interview scores (rs=.761, p<.001). Qualitative findings reflected students’ perspectives on professional role, empathy, communication, self-awareness, and professional values. Integration of quantitative and qualitative findings showed that reflective writings and performance-based assessments provided complementary insights into students’ professional role-related experiences and behaviours. Conclusion: A creative drama-based educational intervention integrating reflective writing and AI-supported patient interactions may provide opportunities for students to explore professional roles and values during the early years of medical education. Evaluating educational interventions using both quantitative and qualitative methods may provide a more comprehensive understanding of professional identity development than relying solely on self-report attitude measures.