Hui Zeng, Zewu Zhu, Jiao Hu, Yu Cui
Nursing Department, The Third Xiangya Hospital, Central South University, Changsha, Hunan, 410000, China.
Department of Urology, Xiangya Hospital, Central South University, Changsha, Hunan, 410000, China.
BMC Med Educ. 2025 Jan 11;25(1):50. doi: 10.1186/s12909-024-06321-1.
Artificial intelligence technology has a wide range of application prospects in the field of medical education. The aim of the study was to measure the effectiveness of ChatGPT-assisted problem-based learning (PBL) teaching for urology medical interns in comparison with traditional teaching.
A cohort of urology interns was randomly assigned to two groups; one underwent ChatGPT-assisted PBL teaching, while the other received traditional teaching over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises. Students' acceptance and satisfaction with the AI-assisted method were evaluated through a survey.
The scores of the two groups of students who took exams three days after the course ended were significantly higher than their scores before the course. The scores of the PBL-ChatGPT assisted group were significantly higher than those of the traditional teaching group three days after the course ended. The PBL-ChatGPT group showed statistically significant improvements in medical interviewing skills, clinical judgment and overall clinical competence compared to the traditional teaching group. The students gave highly positive feedback on the PBL-ChatGPT teaching method.
The study suggests that ChatGPT-assisted PBL teaching method can improve the results of theoretical knowledge assessment, and play an important role in improving clinical skills. However, further research is needed to examine the validity and reliability of the information provided by different chat AI systems, and its impact on a larger sample size.
人工智能技术在医学教育领域具有广泛的应用前景。本研究的目的是比较ChatGPT辅助的基于问题的学习（PBL）教学法与传统教学法对泌尿外科实习医生的教学效果。
一组泌尿外科实习生被随机分为两组；一组接受ChatGPT辅助的PBL教学，另一组在两周内接受传统教学。通过理论知识考试和迷你临床评估练习来评估学习效果。通过问卷调查评估学生对人工智能辅助教学方法的接受度和满意度。
课程结束三天后参加考试的两组学生的成绩均显著高于课程开始前的成绩。课程结束三天后，PBL-ChatGPT辅助组的成绩显著高于传统教学组。与传统教学组相比，PBL-ChatGPT组在医学问诊技巧、临床判断和整体临床能力方面有统计学意义的提高。学生们对PBL-ChatGPT教学方法给予了高度积极的反馈。
该研究表明，ChatGPT辅助的PBL教学方法可以提高理论知识评估的结果，并在提高临床技能方面发挥重要作用。然而，需要进一步研究来检验不同聊天人工智能系统提供信息的有效性和可靠性，以及其对更大样本量的影响。
