Cinematic Clinical Narratives: Utilizing A Multimodal AI Approach in Medical Education (Preprint)

Abstract

Medical students often struggle to engage with and retain complex pharmacology topics during their preclinical education. Traditional teaching methods can lead to passive learning and poor long-term retention of critical concepts.

To enhance the teaching of clinical pharmacology in medical school by employing a multimodal generative artificial intelligence (AI) approach to create compelling cinematic clinical narratives (CCNs).

We transformed a standard clinical case into an engaging, interactive multimedia experience called "Shattered Slippers." This CCN utilized various AI tools for content creation: GPT-4 for developing the storyline, Leonardo.ai and Stable Diffusion for generating images, Eleven Labs for creating audio narrations, and Suno for composing a theme song. The CCN integrated narrative styles and pop culture references to enhance student engagement. It was applied in teaching first-year medical students about immune system pharmacology. Student responses were assessed through the Situational Interest Survey for Multimedia (SIS-M) and examination performance. The target audience comprised 40 first-year medical students, with 18 responding to the SIS-M survey (n=18).

The study revealed a marked preference for the AI-enhanced CCNs over traditional teaching methods. Key findings include a high percentage of surveyed students preferring the CCN over traditional clinical cases, as well as high average scores for triggered situational interest, maintained interest, maintained-feeling interest, and maintained-value interest. Students achieved an average score of 88% on exam questions related to the CCN material, indicating successful learning and retention. Qualitative feedback highlighted increased engagement, improved recall, and appreciation for the narrative style and pop culture references.

This study demonstrates the potential of utilizing a multimodal AI-driven approach to create CCNs in medical education. The "Shattered Slippers" case effectively enhanced student engagement and promoted knowledge retention in complex pharmacological topics. This innovative method suggests a novel direction for curriculum development that could improve learning outcomes and student satisfaction in medical education. Future research should explore the long-term retention of knowledge and the applicability of learned material in clinical settings, as well as the potential for broader implementation of this approach across various medical education contexts.