Generative AI · Education leadership

Actionable companion · Assessment and evidence of learning

From evidence to district action: Generative AI–Assisted Microlearning for Erectile Dysfunction Myth Reduction: Single-Center Pre–Post Quasi-Experimental Study

AI-assisted editorial implementation guide. The district actions are proposed applications, not findings or recommendations attributed to the original authors. No additional peer review is asserted.

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Evidence and context

Confirm the study population, setting and task before applying its findings to your district.

Original authors’ abstract, reproduced under the linked source license:

Abstract Background Erectile dysfunction (ED) is strongly influenced by persistent misconceptions that delay help-seeking and limit engagement with effective care. Patient-centered digital strategies, including generative artificial intelligence (AI) microlearning, may improve sexual-health knowledge; however, real-world evidence in urological practice remains sparse. Objective This study aimed to evaluate whether a clinician-supervised generative AI microlearning video improves ED-related knowledge in adult men attending routine outpatient care. Methods This single-center pre–post quasi-experimental study included 200 adult men in a university urology clinic. Participants completed an 8-item ED myth questionnaire immediately before and after watching a 3-minute educational video. The narration script was drafted using a large language model (ChatGPT) and iteratively reviewed by urologists for accuracy and cultural appropriateness. The primary outcome was the within-participant change in total correct responses (0‐8). Subgroup analyses assessed effects across age (<40 years vs ≥40 years), education level, and self-reported ED. Paired analyses and multivariable logistic regression were used (α=.05). Results All participants completed the intervention (mean age 44.0, SD 11.6 years). Total mean correct responses increased from 3.77 to 6.56 (mean difference 2.79; P<.001), indicating a large effect (Cohen d=1.52). Knowledge gains were consistent across subgroups, with greater improvements among those with lower education. Self-reported ED was independently associated with lower odds of achieving ≥2-point improvement (odds ratio 0.46, 95% CI 0.26‐0.81; P=.01). No adverse events or technical difficulties occurred. Conclusions A brief clinician-supervised generative AI microlearning video was associated with substantial short-term improvements in ED myth–related knowledge in routine outpatient care. AI-assisted microlearning may represent a scalable adjunct to patient education during urological consultations. Future studies should evaluate long-term retention and behavioral outcomes.

A 90-day district pilot

  1. Days 1–15 · Appraise. Have the curriculum lead and a teacher read the methods and limitations. Record the study design, sample, comparator, outcomes and evidence gaps. Define a local question that the study can help inform.
  2. Days 16–30 · Design. Redesign one low-stakes assessment: require a first attempt, an AI-assisted revision, a source-check log and a short oral explanation. Use the same rubric for the comparison task. Name an accountable owner and set the baseline, success threshold and budget before implementation.
  3. Days 31–60 · Test. Start with a small voluntary cohort, preserve an accessible non-AI route and require teacher review. Use synthetic or de-identified examples; approve data handling and tool terms through district processes.
  4. Days 61–90 · Decide. Blind-score reasoning, factual accuracy and unaided transfer on a fresh task. Record suspected misconduct separately from demonstrated evidence. Compare with baseline, document uncertainty and stop or revise if learning worsens, access is unequal or critical errors persist.

The board decision brief

Report the learning problem, evidence quality, participating population, total cost including review time, measured benefit, errors, access differences and remaining uncertainties. Make a dated recommendation to stop, revise or expand. A positive perception survey alone does not establish learning improvement.

Attribution and reuse

Ali Can Albaz; Oğuzcan Erbatu; Okan Yiğit; Oktay Üçer; Gökhan Temeltaş; Talha Müezzinoğlu. Generative AI–Assisted Microlearning for Erectile Dysfunction Myth Reduction: Single-Center Pre–Post Quasi-Experimental Study. JMIR Formative Research (2026-05-14). https://doi.org/10.2196/88818

Companion prepared 2026-10-30. Original authorship and DOI are preserved. The abstract is an attributed source extract; the implementation plan is new AI-assisted editorial material, offered under the same CC BY 4.0 license. This guide has not undergone independent peer review.