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IRCT20260720070263N1 IRCT 2026-07-28 Foundation University Islamabad. Using an AI chatbot to facilitate case-based learning for undergraduate dental students. Chat-CBL TRIAL Effectiveness of Chatbot-facilitated Case based learning in Oral Pathology, a pilot randomized cross-over trial. 2025-12-20 anticipated 32 Complete https://irct.ir/trial/91772 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Crossover, Purpose: Education/Guidance, Other design features: Retrospective trial registration, Randomization description: Randomization Participants were stratified according to previous Oral Pathology examination scores (high and low academic performance) and randomly allocated in a 1:1 ratio using computer-generated random numbers with permuted blocks of four. Allocation Concealment Group allocation was concealed using sequentially numbered opaque sealed envelopes prepared by an independent researcher. Blinding Because of the nature of the educational intervention, participants and facilitators were not blinded. Outcome assessment was performed using anonymized participant codes. N/A Not applicable as outcomes are educational.. Intervention 1: Intervention group 1: Participants were stratified based on their most recent Oral Pathology examination scores and randomized in a 1:1 ratio into two sequences: Sequence 1: Traditional CBL → Chatbot-CBL Description of Intervention :Phase 1 (Session 1 - Soft Tissue Pathology): Participants receive Traditional Case-Based Learning (CBL) guided by trained faculty facilitators using specific case materials, structures, and prompts. Washout Period: A two-week interval to minimize carryover effects. Phase 2 (Session 2 - Salivary Gland Pathology): Participants switch to Chatbot-CBL. Each group interacts with the chatbot using a shared device. The chatbot delivers case content stepwise (history, clinical findings, imaging, histopathology) and provides immediate feedback. Traditional CBL serves as control in sequence 1. Intervention 2: Intervention group 2: Sequence 2 (Chatbot-CBL → Traditional CBL) Description of Intervention: Phase 1 (Session 1 - Soft Tissue Pathology): Participants receive Chatbot-CBL. Each group interacts with the chatbot using a shared device. The chatbot delivers case content stepwise (history, clinical findings, imaging, histopathology) and provides immediate feedback. Washout Period: A two-week interval to minimize carryover effects .Phase 2 (Session 2 - Salivary Gland Pathology): Participants switch to Traditional CBL guided by trained faculty facilitators using identical case materials, structures, and prompts. Traditional CBL serves as control in this sequence 2. Yes - There is a plan to make this available What will be shared: Data sharing statement mentioned at the end of manuscript i.e. available only on request. When: After publication of manuscript till 6 months. To whom: anyone working in academic institution. Conditions: Corresponding author can be contacted after article is published. Where to obtain: Contacting corresponding author. How to obtain: Anyone needing to replicate this study will contact the corresponding author via email. Comments:
public Amna Waheed
DHA 1, Islamabad
Islamabad Pakistan 45000 +92 51 5788171 amna.d891@gmail.com Foundation University Islamabad. scientific Amna Waheed
DHA Phase 1, Islamabad.
Islamabad Pakistan 45000 +92 51 5788171 amna.waheed@fui.edu.pk Foundation University Islamabad Pakistan Third-year BDS students. Enrolled in the Oral Pathology course. Able to understand English. Provided written informed consent and willing to participate in both study sessions. 20 years 24 years Both Third year BDS students who declined participation, Or withdrew consent. Or absent during either study session or the corresponding assessments. Behavior Behavior Intervention group 1: Participants were stratified based on their most recent Oral Pathology examination scores and randomized in a 1:1 ratio into two sequences: Sequence 1: Traditional CBL → Chatbot-CBL Description of Intervention :Phase 1 (Session 1 - Soft Tissue Pathology): Participants receive Traditional Case-Based Learning (CBL) guided by trained faculty facilitators using specific case materials, structures, and prompts. Washout Period: A two-week interval to minimize carryover effects. Phase 2 (Session 2 - Salivary Gland Pathology): Participants switch to Chatbot-CBL. Each group interacts with the chatbot using a shared device. The chatbot delivers case content stepwise (history, clinical findings, imaging, histopathology) and provides immediate feedback. Traditional CBL serves as control in sequence 1. Intervention group 2: Sequence 2 (Chatbot-CBL → Traditional CBL) Description of Intervention: Phase 1 (Session 1 - Soft Tissue Pathology): Participants receive Chatbot-CBL. Each group interacts with the chatbot using a shared device. The chatbot delivers case content stepwise (history, clinical findings, imaging, histopathology) and provides immediate feedback. Washout Period: A two-week interval to minimize carryover effects .Phase 2 (Session 2 - Salivary Gland Pathology): Participants switch to Traditional CBL guided by trained faculty facilitators using identical case materials, structures, and prompts. Traditional CBL serves as control in this sequence 2. The primary outcome was the knowledge scores between both groups of students i.e. traditional case-based learning group and chat-bot facilitated case-based learning group. It was assessed using a 10-item multiple-choice question (MCQ) test administered before and after each case-based learning (CBL) session for both traditional and chatbot group. The MCQ assessment was developed specifically for this study based on the undergraduate Oral Pathology curriculum and reviewed for content validity by two subject experts. Timepoint: Knowledge was assessed using pre-test multiple-choice questions (MCQs) i.e. before the intervention; traditional & chat-bot facilitated case-based learning (CBL) and after each intervention. Two weeks after the cross-over of groups in session 2 again pre and post-session knowledge assessed using MCQ as an instrument. Method of measurement: For both sessions MCQ based assessment was used which measured the knowledge scores obtained by students. Foundation University Islamabad. Approved 2025-12-19 Foundation University School of Health Sciences Ethical Review Board. DHA 1, Islamabad. Islamabad. Islamabad. Pakistan