Shalong Wang, Yi Zuo, Bin Zou, Ganglei Liu, Jinyu Zhou, Yanwen Zheng, Zequn Zhang, Lianwen Yuan, Feng Ren
Department of General Surgery, The Second Xiangya Hospital of Central South University, Changsha, China.
School of Information Technology and Management, Hunan University of Finance and Economics, Changsha, China.
Med Teach. 2025 Jul;47(7):1126-1133. doi: 10.1080/0142159X.2024.2413023. Epub 2024 Oct 19.
This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students.
In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups.
At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks.
LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.
本研究旨在评估LearnGuide（一种专门设计用于支持医学生自主学习的ChatGPT工具）的影响。
在这项为期14周的随机对照试验（ClinicalTrials.gov NCT06276049）中，103名医学生被分配到干预组或对照组，干预组接受为期12周、有LearnGuide支持的基于问题的培训，对照组接受相同培训但无人工智能辅助。通过14周的随访评估主要和次要结果，包括6周和12周时的自主学习量表得分、康奈尔批判性思维测试Z级得分以及整体心流得分。采用曼-惠特尼U检验进行组间统计比较。
在6周时，干预组的自主学习量表中位数得分略高，到12周时进一步提高（4.15[95%CI，0.82至7.48]；P = 0.01），并在14周随访时保持。此外，该组在12周时的康奈尔批判性思维测试得分有显著提高（7.11[95%CI，4.50至9.72]；P < 0.001），并持续到14周随访。该组从6周起整体心流得分也有所提高，在12周内一直优于对照组。
LearnGuide显著增强了医学生的自主学习、批判性思维和心流体验，凸显了人工智能工具在推进医学教育中的关键作用。
