Generative AIIPE ER GenAINCT07545135
Using Generative AI to Enhance Clinical Prioritization and Cultural Competence of Students in Community Health Practice
A study testing Virtual Escape Room in people with Generative AI and Interprofessional Education, run by The University of Hong Kong at 1 site in Hong Kong.
Trial summary
This is a pragmatic, cross-over randomized, two-group pre \& post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios. Read more about this study
- Who is it for?
- Ages 18 to 40 yearsHealthy volunteers can take part
- Conditions the study is for
- Generative AI, Interprofessional Education
- What is being tested?
- Virtual Escape Room
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- 1 siteHong Kong
- Study dates
- 1 Apr 2025to 31 Oct 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 40 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- undergraduate healthcare students
Who cannot join
- cannot communicate in English and without internet access
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Using 'Interactive Escape Room Incorporated Generative AI' to Enhance Clinical Prioritization and Cultural Competence of Health Discipline Students in Community Health Practice - A Randomized Controlled Cross-over Study
This is a pragmatic, cross-over randomized, two-group pre \& post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios.
Read the detailed description
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process.
This project aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios, in which they need to analyze if the answers generated from AI are valid, helping them in prioritizing the solutions and resolving the situation correctly.
It is expected that interdisciplinary and intercultural learning among health discipline students from different regions will be enhanced, and therefore the development of their global citizenship through collaborative effort.
- Conditions
- Generative AI, Interprofessional Education
- Being tested
- Virtual Escape Room
- Keywords
- Generative AI, Interprofessional education, Virtual Escape Room
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Virtual Escape RoomOther
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room ER' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process.
The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios.
| Study group | Role | What they receive |
|---|---|---|
| Initial intervention group (Group A) | Experimental | In the chronic obstructive pulmondary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario with group discussion. The tuberculosis (TB) module launched after three weeks of washout period, Group A (control group) will go through the TB scenario using problem based learning approach. Receives: Other: Virtual Escape Room |
| Initial control group (Group B) | Experimental | In the chronic obstructive pulmonary disease (COPD) module, Group B (control group) will go through the COPD scenario using problem based learning approach. The tuberculosis (TB) module launched after three weeks of washout period, Group B (intervention group) will go through the ER TB scenario with group discussion. Receives: Other: Virtual Escape Room |
What is being measured
The primary outcome is the main question the study is designed to answer.
Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R)
The SPICE-R instrument contains ten items and three factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, \& 8-10), roles/responsibilities for collaborative practice (items 2 \& 7), and patient outcomes from collaborative practice (items 3 \& 4). The SPICE-R instrument demonstrated reliability and construct validity. The instrument demonstrated validity according to multiple established criteria, and the composite reliability of the overall instrument (i.e., all ten items evaluated together) was high at 0.84.
Measured: 2 months
Online Student Engagement questionnaire (OSE)
The questionnaire comprised four factors, namely skills engagement (e.g., taking good notes over readings), emotional engagement (e.g., finding ways to make the course interesting to me), participation engagement (e.g., participating actively in small group discussion forums), and performance engagement (e.g., getting a good grade). The Online Student Engagement (OSE) covered 19 items that measured students' behaviours, thoughts, or feelings regarding the online courses. The items were scored using a 5-point Likert scale. The OSE requires approximately 10-15 min to complete. The maximum possible engagement score was 95, and the maximum scores in the domains of skills engagement, emotional engagement, participation engagement and performance engagement were 30, 25, 30 and 10 respectively. A mean item score of ≥3.5 (total score of ≥66.5) represents a highly engaged student. The OSE exhibited face and concurrent validity and had a Cronbach's Alpha of 0.91.
Measured: 2 months
Modified Cultural Awareness Scale (mCAS)
The mCAS is a four-factor measure of cultural awareness, and it possesses satisfactory internal consistency. The Cronbach's alpha value was 0.88 for the total scale and ranged from 0.7 ("cognitive awareness") to 0.9 ("general educational and research experience") for the four subscales. The four factors explained 43.4% of the total variance. All items had a factor loading > 0.3. Factor 1, "general education and research experience," included 15 items and was the strongest factor (16.87% of the total variance). Factor 2, "behaviours/comfort with interactions," included eight items. Factor 3, "cognitive awareness," and factor 4, "clinical issues", included 7 and 5 items. Results support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.
Measured: 2 months
Technology-Enabled Active Learning (TEAL)
Students' perceptions of the technology-driven learning environment were measured using the TEAL instrument (Shroff et al., 2019). This validated survey assesses how students experience active learning when supported by technology. It focuses on four key dimensions: Interprofessional Teamwork (ITR), Prioritization (PRS), Intervention (INT), and Feedback (FEE). The total TEAL score provides a comprehensive view of the students' ability to collaborate and manage tasks effectively within a digital learning framework.
Measured: 2 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Apr 2026
- Study start1 Apr 2025
- Primary completion31 Oct 2025
- Study completion31 Oct 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (4)Papers the sponsor has linked to this study.
- Other trials for Generative AIStudies of the same condition, open and under way.
- More trials run by The University of Hong KongThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Model description
- Participants will be randomly allocated to either Group A or Group B using a randomization sequence generated by an independent researcher. The randomization process will be concealed from the participants. In the chronic obstructive pulmonary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario videos with group discussion whereas Group B (control group) will go through the COPD problem-based learning. The tuberculosis (TB) module will be launched after three weeks. Group B (intervention group) will go through the ER TB scenario videos with group discussion whereas Group A (control group) will go through the TB problem-based learning. Qualitative data will be collected by conducting three focus group interviews using verbatim transcription with thematic analysis. Participating students will be invited for the interview regarding their experiences in IPE and intercultural learning.
- Masking
- None (open label)
- Enrolment
- 100 participants (actual)
Sponsor and investigators
- Lead sponsor
- The University of Hong Kong
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Chan Siu Ling, The University of Hong Kong
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07545135
- Sponsor's protocol ID
- EA250198
- Other IDs
- 962
- Acronym
- IPE ER GenAI
- Status last verified
- Mar 2025
- First submitted
- 15 Apr 2026
- Last updated
- 24 Apr 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Kumlien C, Bish M, Chan EA, Rew L, Chan PS, Leung D, Carlson E. Psychometric properties of a modified cultural awareness scale for use in higher education within the health and social care fields. BMC Med Educ. 2020 Nov 6;20(1):406. doi: 10.1186/s12909-020-02326-8.
PubMed 33158446Dixson, Marcia. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning. 19. 10.24059/olj.v19i4.561.
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1-13. Retrieved from http://josotl.indiana.edu/article/view/1744
Dominguez DG, Fike DS, MacLaughlin EJ, Zorek JA. A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. J Interprof Care. 2015 Mar;29(2):144-9. doi: 10.3109/13561820.2014.947360. Epub 2014 Aug 7.
PubMed 25101520
Study at a glance
From the registry record, last updated by the sponsor on 24 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Using 'Interactive Escape Room Incorporated Generative AI' to Enhance Clinical Prioritization and Cultural Competence of Health Discipline Students in Community Health Practice - A Randomized Controlled Cross-over Study
- ClinicalTrials.gov ID
- NCT07545135
- Acronym / sponsor ID
- IPE ER GenAI / EA250198
- Conditions
- Generative AI, Interprofessional Education
- Keywords
- Generative AI, Interprofessional education, Virtual Escape Room
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 100 participants (actual)
- Lead sponsor
- The University of Hong KongUniversity, hospital or other
- Study start
- 1 Apr 2025 (actual)
- Primary completion
- 31 Oct 2025 (actual)
- Study completion
- 31 Oct 2025 (actual)
- First posted
- 22 Apr 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This is a pragmatic, cross-over randomized, two-group pre \& post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios.
Detailed description
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process.
This project aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios, in which they need to analyze if the answers generated from AI are valid, helping them in prioritizing the solutions and resolving the situation correctly.
It is expected that interdisciplinary and intercultural learning among health discipline students from different regions will be enhanced, and therefore the development of their global citizenship through collaborative effort.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants will be randomly allocated to either Group A or Group B using a randomization sequence generated by an independent researcher. The randomization process will be concealed from the participants. In the chronic obstructive pulmonary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario videos with group discussion whereas Group B (control group) will go through the COPD problem-based learning. The tuberculosis (TB) module will be launched after three weeks. Group B (intervention group) will go through the ER TB scenario videos with group discussion whereas Group A (control group) will go through the TB problem-based learning. Qualitative data will be collected by conducting three focus group interviews using verbatim transcription with thematic analysis. Participating students will be invited for the interview regarding their experiences in IPE and intercultural learning.
| Arm | Type | Receives |
|---|---|---|
| Initial intervention group (Group A) | Experimental | Other: Virtual Escape RoomIn the chronic obstructive pulmondary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario with group discussion. The tuberculosis (TB) module launched after three weeks of washout period, Group A (control group) will go through the TB scenario using problem based learning approach. |
| Initial control group (Group B) | Experimental | Other: Virtual Escape RoomIn the chronic obstructive pulmonary disease (COPD) module, Group B (control group) will go through the COPD scenario using problem based learning approach. The tuberculosis (TB) module launched after three weeks of washout period, Group B (intervention group) will go through the ER TB scenario with group discussion. |
Who may qualify
- Ages
- 18 to 40 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- undergraduate healthcare students
Key exclusion criteria (1 listed)
- cannot communicate in English and without internet access
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Virtual Escape RoomTo prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room ER' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios. | Other | Initial control group (Group B), Initial intervention group (Group A) |
Primary outcome
Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R)
Time frame: 2 months
The SPICE-R instrument contains ten items and three factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, \& 8-10), roles/responsibilities for collaborative practice (items 2 \& 7), and patient outcomes from collaborative practice (items 3 \& 4). The SPICE-R instrument demonstrated reliability and construct validity. The instrument demonstrated validity according to multiple established criteria, and the composite reliability of the overall instrument (i.e., all ten items evaluated together) was high at 0.84.
Online Student Engagement questionnaire (OSE)
Time frame: 2 months
The questionnaire comprised four factors, namely skills engagement (e.g., taking good notes over readings), emotional engagement (e.g., finding ways to make the course interesting to me), participation engagement (e.g., participating actively in small group discussion forums), and performance engagement (e.g., getting a good grade). The Online Student Engagement (OSE) covered 19 items that measured students' behaviours, thoughts, or feelings regarding the online courses. The items were scored using a 5-point Likert scale. The OSE requires approximately 10-15 min to complete. The maximum possible engagement score was 95, and the maximum scores in the domains of skills engagement, emotional engagement, participation engagement and performance engagement were 30, 25, 30 and 10 respectively. A mean item score of ≥3.5 (total score of ≥66.5) represents a highly engaged student. The OSE exhibited face and concurrent validity and had a Cronbach's Alpha of 0.91.
Modified Cultural Awareness Scale (mCAS)
Time frame: 2 months
The mCAS is a four-factor measure of cultural awareness, and it possesses satisfactory internal consistency. The Cronbach's alpha value was 0.88 for the total scale and ranged from 0.7 ("cognitive awareness") to 0.9 ("general educational and research experience") for the four subscales. The four factors explained 43.4% of the total variance. All items had a factor loading > 0.3. Factor 1, "general education and research experience," included 15 items and was the strongest factor (16.87% of the total variance). Factor 2, "behaviours/comfort with interactions," included eight items. Factor 3, "cognitive awareness," and factor 4, "clinical issues", included 7 and 5 items. Results support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.
Technology-Enabled Active Learning (TEAL)
Time frame: 2 months
Students' perceptions of the technology-driven learning environment were measured using the TEAL instrument (Shroff et al., 2019). This validated survey assesses how students experience active learning when supported by technology. It focuses on four key dimensions: Interprofessional Teamwork (ITR), Prioritization (PRS), Intervention (INT), and Feedback (FEE). The total TEAL score provides a comprehensive view of the students' ability to collaborate and manage tasks effectively within a digital learning framework.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Apr 2026.
- Background: PubMed 33158446Kumlien C, Bish M, Chan EA, Rew L, Chan PS, Leung D, Carlson E. Psychometric properties of a modified cultural awareness scale for use in higher education within the health and social care fields. BMC Med Educ. 2020 Nov 6;20(1):406. doi: 10.1186/s12909-020-02326-8.
- BackgroundDixson, Marcia. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning. 19. 10.24059/olj.v19i4.561.
- BackgroundDixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1-13. Retrieved from http://josotl.indiana.edu/article/view/1744
- Background: PubMed 25101520Dominguez DG, Fike DS, MacLaughlin EJ, Zorek JA. A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. J Interprof Care. 2015 Mar;29(2):144-9. doi: 10.3109/13561820.2014.947360. Epub 2014 Aug 7.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Virtual Escape Room in people with Generative AI and Interprofessional Education, run by The University of Hong Kong at 1 site in Hong Kong.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 24 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Hong Kong. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R) (time frame: 2 months). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07545135, which also lists 4 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Apr 2026.