ArticleFrontiers in public health2026
Application of the artificial intelligence-assisted World Café teaching model in clinical pharmacology graduate course: a pilot study.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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8 authors.
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Abstract
Background: To investigate the application effectiveness of an artificial intelligence (AI)-assisted World Café teaching model in graduate-level clinical pharmacology course and to evaluate its impact on facilitating students' acquisition and integration of professional knowledge, developing clinical decision-making competencies, and enriching the teaching-learning experience. Methods: A pilot study was conducted involving 56 first-year master's students enrolled in a clinical pharmacology course at Kunming Medical University. Instruction was organized around a complex comprehensive clinical case of depression. Students participated in a structured five-stage seminar using the World Café format, supported by AI tools to facilitate group discussions and learning. A multi-method assessment strategy was employed, integrating a teaching effectiveness perception questionnaire, a specialized knowledge test, and a comparative analysis of AI-generated versus instructor-generated scores on case discussion records. Results: Student evaluations of the teaching model were favorable, with agreement rates exceeding 90% across all items assessing the learning experience. Mean self-rated scores for clinical decision-making abilities each exceeded 4.0 points. Following the intervention, post-test accuracy on depression etiology knowledge improved significantly (median increase from 60.71 to 78.43%; Conclusion: The AI-assisted World Café model effectively promotes the assimilation of complex knowledge and fosters higher-order clinical decision-making abilities among clinical pharmacology graduate students. It facilitates a pedagogical shift from passive knowledge transmission toward active capacity building. Furthermore, AI demonstrated reliability and promising utility as a tool for formative assessment, offering empirical support for innovative human-computer collaborative teaching approaches.
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