Impact of Generative AI on the Academic Performance and Test Anxiety of Pharmacy Students in OSCE: A Randomized Controlled Trial

Giving students access to AI tools and minimal training made no difference in exam performance or levels of test anxiety

Ali, M., Rehman, S., & Cheema, E. (2024). Impact of Generative AI on the Academic Performance and Test Anxiety of Pharmacy Students in OSCE: A Randomized Controlled Trial. Research Square. https://doi.org/10.21203/rs.3.rs-5283600/v1

This randomized controlled trial found that, when given access to AI tools and an “initial briefing” about how to use prompts effectively, students in the treatment condition saw no significant difference in exam scores or their levels of test anxiety.

I think another way of reporting these results could be “giving students access to tools and minimal training makes no difference in outcomes.”

The study had two groups: an active or intervention Group A where participants received AI-based intervention including AI tools for generating study material and sample OSCE stations and receiving feedback, in addition to receiving usual OSCE preparation material and instructions (which included course material for the given topics that could be covered in the OSCE, tips for improving the communication skills, example calculations and OSCE format and logistics); Control Group B where participants received usual OSCE preparation material and instructions without AI-based intervention…

Our findings revealed that using AI tools did not have a substantial impact in reducing test anxiety among students. There were no significant differences in the emotionality and worry subscale scores, as well as, the total TAI score, between the intervention and control groups. This implies that although AI may provide certain educational advantages, its influence on alleviating exam anxiety is not significant.