Integrated Clinical Course in Adults (Speech-Language Pathology)

Team members

Macarena Bowen, Paulina Matus, and Daniel Tapia from Universidad de Chile, Santiago, Chile.

Programs/courses

Integrated Clinical Course in Adults (Integrado Clínico en Adultos) (Speech and Hearing)

How have you used Clinical Mind AI in your teaching or research?

We implemented Clinical Mind AI as part of an assessed simulation activity (OSCE) with fourth-year students, as a replacement for a planned simulation that could not be conducted due to technical issues. The targeted learning outcome was the development of clinical reasoning and person-centred interview skills. To do so, students had to integrate information from the interview, apply clinical knowledge, and justify their clinical decision-making.

The activity involved two adult clinical cases. One case featured a person with communication and swallowing difficulties associated with amyotrophic lateral sclerosis (ALS), who had an established therapeutic relationship with the student. The case included information from the physical exam, including vital signs, general appearance, clinical respiratory parameters, mental status, and neurologic exam. During the activity, students conducted a clinical interview to gather relevant information about the patient's medical history, communication and swallowing concerns, and current functional status. Based on the information obtained, they answered four questions addressing palliative care stage and considerations and person-centred intervention planning.

The second case involved a person with suspected mild cognitive impairment (MCI), hearing difficulties, and vertigo, who was on his first visit. This case included a detailed Patient Intake Form with several visits to different specialties, including primary health care, the emergency room, an audiologist, and an ENT specialist, as well as the results of a vestibular exam (Dix-Hallpike). Using this information and the information obtained during the interview, students answered three questions about a clinical summary, possible diagnosis, and person-centred intervention planning.

Each case was reviewed by the instructors without using the AI-generated rubric or AI-based feedback features. When the answers were incomplete or left blank, the visit notes were included in the review.

What impact or benefits have you observed for your students or teaching practice?

The implementation of Clinical Mind AI provided students with an interactive and safe environment to practice clinical interviewing and clinical reasoning skills. The activity encouraged students to actively gather relevant clinical information, analyze the patient's situation, and integrate this information.

Student feedback was positive, as reflected in the course evaluation survey. Students valued the opportunity to interact with a simulated patient and apply their clinical knowledge in an interactive context. Although we identified limitations in the accurate simulation of communication disorders, particularly in text and voice interactions, the overall experience was positively received and supported the potential use of Clinical Mind AI as a complementary tool in clinical training.

Anything else you'd like to share about your experience?

We would use Clinical Mind AI in case-based learning activities where students analyze and manage clinical cases.