Huang Yi, Xu Bei-Bei, Wang Xiu-Yan, Luo Yun-Cheng, Teng Miao-Miao, Weng Xuejian
Department of General Surgery, Wenzhou Third Clinical Institute Affiliated to Wenzhou Medical University, The Third Affiliated Hospital of Shanghai University, Wenzhou People's Hospital, Wenzhou Maternal and Child Health Care Hospital, Wenzhou, Zhejiang, 325000, China.
Department of Gastroenterology, Wenzhou Third Clinical Institute Affiliated to Wenzhou Medical University, The Third Affiliated Hospital of Shanghai University, Wenzhou People's Hospital, Wenzhou Maternal and Child Health Care Hospital, No. 57 Cang Hou Street, Wenzhou, Zhejiang, 325000, China.
BMC Med Educ. 2024 Dec 27;24(1):1540. doi: 10.1186/s12909-024-06575-9.
This study aims to explore the effect of an innovative teaching model incorporating ChatGPT on medical students' learning outcomes, compliance with learning activities, and overall satisfaction with the learning process.
A cohort of 64 students participating in general surgery clerkships at Wenzhou People's Hospital during the 2022-2023 academic year were randomly assigned into 4 groups, each comprising 16 students. Two of these groups were designated as the study group, where ChatGPT was employed as a supplementary educational tool. The remaining 2 groups served as control groups and used traditional multimedia-based learning methods. Outcomes, including learning effectiveness, compliance, and satisfaction, were evaluated using questionnaires and tests.
The study groups exhibited significantly higher levels of compliance and satisfaction compared to the control groups. Specifically, the study groups exhibited significantly greater compliance in both pre-class preparation and post-class review activities (P < 0.05). During classroom teaching, Group 1 of the study group achieved significantly higher compliance than the control groups (P < 0.0001), while Group 2 of the study group showed significantly higher compliance than Group 1 (P < 0.001). In terms of seeking feedback and assistance, both Groups 1 and 2 of the study group had significantly higher compliance compared to Group 1 of the control group (P < 0.01, P < 0.001 respectively). Overall satisfaction was significantly higher in the study groups compared to the control groups (P < 0.0001), particularly with respect to course organization (P < 0.001, P < 0.05).
The incorporation of ChatGPT into the surgical clerkship teaching model substantially enhances learner compliance and satisfaction, offering notable advantages in educational effectiveness.
本研究旨在探讨结合ChatGPT的创新教学模式对医学生学习成果、学习活动依从性以及对学习过程总体满意度的影响。
选取2022 - 2023学年在温州市人民医院参加普通外科实习的64名学生作为队列研究对象，随机分为4组，每组16名学生。其中两组被指定为研究组，使用ChatGPT作为辅助教育工具。其余两组作为对照组，采用传统的基于多媒体的学习方法。通过问卷和测试评估学习效果、依从性和满意度等结果。
与对照组相比，研究组的依从性和满意度显著更高。具体而言，研究组在课前准备和课后复习活动中的依从性均显著更高（P < 0.05）。在课堂教学中，研究组的第1组依从性显著高于对照组（P < 0.0001），而研究组的第2组依从性显著高于第1组（P < 0.001）。在寻求反馈和帮助方面，研究组的第1组和第2组依从性均显著高于对照组的第1组（分别为P < 0.01，P < 0.001）。与对照组相比，研究组的总体满意度显著更高（P < 0.0001），尤其是在课程组织方面（P < 0.001，P < 0.05）。
将ChatGPT纳入外科实习教学模式可显著提高学习者的依从性和满意度，在教育效果方面具有显著优势。
