Akademik Veri Yönetim Sistemi
SPANISH JOURNAL OF MEDICAL EDUCATION, cilt.6, sa.5, 2025 (ESCI)
Objective: This study compared medical students and experts, and evaluated a frames-to-video AI-generated problem-based learning (PBL) trigger against its scene-matched human-made animated counterpart in terms of evaluations and preferences. Study Design: A mixed-methods study was conducted at a medical school. Two scene-matched videos were used: an AI-generated video and an animated (human-made) video. Students (n=210; Years 2-5) viewed both videos in counterbalanced order and rated eight 5-point Likert items for each; they also indicated their preferred video for engagement, emotional impact, and PBL use. A multidisciplinary expert panel (n=104) evaluated only the AI video on comparable items and provided open-ended comments. Mann-Whitney-U tests compared experts with students on the AI video; Wilcoxon signed-rank tests compared students' ratings across videos. Qualitative data underwent thematic analysis. Results: Students rated the AI-generated video significantly higher than the animated video on all eight items (all p <=.026) and preferred it for engagement (83.8%), emotional impact (81.0%), and PBL use (79.0%). Experts' ratings of the AI video were also high and exceeded students' ratings on visual quality, distraction avoidance, and visual consistency (p <=.001). Qualitative themes highlighted realism, suitability for PBL sessions, and strong engagement, while suggested improvements included micro-continuity, pronunciation, and body language. Conclusion: Within the PBL context, a frames-to-video AI workflow produced a fully synthetic trigger that was preferred by students and endorsed by experts. AI-generated triggers appear feasible, acceptable, and educationally promising, provided attention is given to fine-grained audiovisual continuity and communication cues.