The Development of a Peer-Assisted Learning Process Integrated with AI-Driven Learning in Endocrine Physiology to Enhance Analytical Thinking Skills among Preclinical Medical Students

Abstract

This study aimed to: 1) develop a peer-assisted learning process integrated with AI-driven learning in endocrine physiology to enhance analytical thinking skills among preclinical medical students; 2) examine the effects of the developed learning process on students’ analytical thinking skills by comparing pretest and posttest scores; and 3) evaluate students’ satisfaction with the developed learning process. The sample consisted of 17 second-year preclinical medical students enrolled in the first semester at the Faculty of Medicine, Bangkokthonburi University, selected through purposive sampling. The study employed a research and development design combined with a one-group pretest-posttest design. The research instruments included the developed learning process, expert evaluation forms for appropriateness and quality, an academic achievement test, an analytical thinking skills test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, the Index of Item-Objective Congruence, and a dependent samples t-test. The findings revealed that the developed learning process consisted of 11 systematic steps and showed a high level of appropriateness (IOC = 0.94) and the highest level of overall quality (M = 4.75, SD = 0.44). Students’ posttest academic achievement and analytical thinking scores were significantly higher than their pretest scores at the .001 level. Their overall satisfaction with the learning process was also at the highest level (M = 4.74, SD = 0.44). These findings indicate that integrating peer-assisted learning with AI-driven learning can effectively support endocrine physiology learning and enhance analytical thinking skills among preclinical medical students.