Alonso Sousa Santiago, Flay Kate Jade
Department of Veterinary Clinical Sciences, City University of Hong Kong, 3/F Block 1B, To Yuen Building, 31 To Yuen Street, Kowloon, Hong Kong SAR, China.
Veterinary Clinical Sciences, City University of Hong Kong, Hong Kong, ACT, Hong Kong.
J Vet Med Educ. 2024 Dec 13:e20240075. doi: 10.3138/jvme-2024-0075.
Artificial intelligence (AI) in education is rapidly gaining attention, particularly with tools like ChatGPT, which have the potential to transform learning experiences. However, the application of such tools in veterinary education remains underexplored. This study aimed to design an AI-driven exercise and investigate veterinary students' perceptions regarding the integration of ChatGPT into their education, specifically within the Year 5 Equine Medicine and Surgery course at City University of Hong Kong. Twenty-two veterinary students participated in an AI-driven exercise, where they created multiple-choice questions (MCQs) and evaluated ChatGPT's responses. The exercise was designed to promote active learning and a deeper understanding of complex concepts. The results indicate a generally positive reception, with 72.7% of students finding the exercise moderately to extremely engaging and 77.3% agreeing that it deepened their understanding. Additionally, 68.2% of students reported improvements in their critical thinking skills. Students with prior AI experience exhibited higher engagement levels and perceived the exercise as more effective. The study also found that engagement positively correlated with perceived usefulness, overall satisfaction, and the likelihood of recommending similar AI-driven exercises in other courses. Qualitative feedback underscored the interactive nature of this exercise and its usefulness in helping students understand complex concepts, although some students experienced confusion with AI-generated responses. While acknowledging the limitations of the technology and the small sample size, this study provides valuable insights into the potential benefits and challenges of incorporating AI-driven tools into veterinary education, highlighting the need for carefully considered integration of such tools into the curriculum.
教育领域的人工智能（AI）正迅速受到关注，尤其是像ChatGPT这样有可能改变学习体验的工具。然而，这类工具在兽医教育中的应用仍未得到充分探索。本研究旨在设计一项由人工智能驱动的练习，并调查兽医专业学生对于将ChatGPT融入其教育的看法，具体是在香港城市大学五年级的马医学与外科学课程中。22名兽医专业学生参与了一项由人工智能驱动的练习，他们编写了多项选择题（MCQ）并评估ChatGPT的回答。该练习旨在促进主动学习并加深对复杂概念的理解。结果显示总体反响积极，72.7%的学生认为该练习具有中等至极高的吸引力，77.3%的学生同意它加深了他们的理解。此外，68.2%的学生报告称他们的批判性思维能力有所提高。有过人工智能经验的学生表现出更高的参与度，并认为该练习更有效。研究还发现，参与度与感知有用性、总体满意度以及在其他课程中推荐类似的由人工智能驱动的练习的可能性呈正相关。定性反馈强调了该练习的互动性及其在帮助学生理解复杂概念方面的有用性，尽管一些学生对人工智能生成的回答感到困惑。尽管认识到技术的局限性和样本量较小，但本研究为将人工智能驱动的工具纳入兽医教育的潜在益处和挑战提供了有价值的见解，突出了将此类工具谨慎融入课程的必要性。
