Clinical trial NCT06848803: AI-Driven Smart Learning Platform
Official title: Revolutionizing Clinical Education for University Students: The Impact of AI-Driven Smart Learning Platforms on Reflective Thinking, Emotional Competence, and Clinical Embeddedness: An RCT Study
Study type: INTERVENTIONAL
Overall status: ACTIVE_NOT_RECRUITING
Phase: NA
Conditions: Artificial Intelligent
Keywords: Artificial Intelligence, Reflective Thinking, Emotional Competence, and Clinical Embeddedness
Lead sponsor: Alexandria University
Sponsor class: OTHER
First posted: 2025-02-27
Enrollment: 140
Sex: ALL
Minimum age (years): 19
Maximum age (years): 23
Standard ages: ADULT
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: SUPPORTIVE_CARE

Brief summary: The rapid advancement and integration of Artificial Intelligence (AI) into various facets of modern life have ushered in a new era of technological possibilities, particularly within the realm of education. AI-driven smart learning platforms (SLPs) are emerging as powerful tools with the potential to revolutionize how individuals learn and develop crucial skills. These platforms, characterized by adaptive learning algorithms, personalized feedback mechanisms, and intelligent tutoring systems, offer a dynamic and interactive learning experience that traditional methods often struggle to replicate. This exploration delves into the multifaceted impact of AI-driven SLPs on three key dimensions of professional development: reflective thinking, emotional competence, and clinical embeddedness. Understanding the complex interplay between these elements and the influence of AI is crucial for shaping the future of education and professional training (Ali et al., 2023).

Detailed description: Reflective thinking, the capacity to critically analyze experiences, identify patterns, and derive meaningful insights for future action, is a cornerstone of continuous learning and professional growth. It involves a deliberate process of introspection and evaluation, enabling individuals to learn from both successes and failures. In professional fields, particularly those involving complex decision-making, reflective thinking is essential for adapting to changing circumstances, improving performance, and fostering innovation. AI-driven SLPs, with their ability to provide personalized feedback and track learning progress, may offer unique opportunities to cultivate reflective thinking skills. However, the extent to which these platforms truly promote deep reflection versus surface-level learning requires careful examination (Cohen et al., 2023).

Emotional competence, encompassing a range of skills related to self-awareness, self-regulation, motivation, empathy, and social skills, is increasingly recognized as a critical factor in personal and professional success. In today's interconnected world, individuals must possess the ability to manage their own emotions, understand and respond effectively to the emotions of others, and build strong interpersonal relationships. Emotional competence is particularly vital in fields that involve direct interaction with people, such as healthcare, education, and social work. The role of AI-driven SLPs in fostering emotional competence is a complex issue. While these platforms can provide personalized learning experiences, they may also lack the human element crucial for developing empathy and social skills (Vistorte et al., 2024).

Clinical embeddedness, the degree to which an individual is integrated within their professional context, plays a significant role in their commitment, performance, and overall contribution. It encompasses a sense of belonging, connection to colleagues, and understanding of organizational culture. In clinical settings, embeddedness is crucial for ensuring effective teamwork, promoting knowledge sharing, and fostering a culture of patient safety. The impact of AI-driven SLPs on clinical embeddedness is an area that warrants further investigation. While these platforms can facilitate access to information and training, their influence on social interaction and professional integration needs to be carefully considered (Klimova \& Pikhart. 2025).

Eligibility criteria: Inclusion Criteria:

students enrolled in psychiatric mental health nursing department and Currently participating in clinical rotations.

Willingness to provide informed consent.

Exclusion Criteria:

Students with significant cognitive impairments that may affect their ability to participate in the study.

Primary outcomes:
measure: Tool I: Reflective Thinking Scale
timeFrame: 1 month
Secondary outcomes:
measure: The Situational Emotional Response Scale (ERES)
timeFrame: 1 month
measure: Clinical Adjustment scale
timeFrame: 1 month
Other outcomes:
Locations:
city: Alexandria
country: Egypt
facility: Faculty of Nursing, Alexandria university
state: Sidigaber
Study officials:
affiliation: hallaaly42@gmail.com
name: halla Ali, lecturer
role: STUDY_CHAIR
References: