探索ChatGPT作为牙科医学生技能教育指导者的应用能力：随机对照试验。

Exploring the Application Capability of ChatGPT as an Instructor in Skills Education for Dental Medical Students: Randomized Controlled Trial.

作者信息

Huang Siyu, Wen Chang, Bai Xueying, Li Sihong, Wang Shuining, Wang Xiaoxuan, Yang Dong

机构信息

State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, Wuhan, China.

Center for Orthodontics and Pediatric Dentistry at Optics Valley Branch, School & Hospital of Stomatology, Wuhan University, Wuhan, China.

出版信息

J Med Internet Res. 2025 May 27;27:e68538. doi: 10.2196/68538.

DOI:10.2196/68538

PMID:40424023

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12152432/

Abstract

BACKGROUND

Clinical operative skills training is a critical component of preclinical education for dental students. Although technology-assisted instruction, such as virtual reality and simulators, is increasingly being integrated, direct guidance from instructors remains the cornerstone of skill development. ChatGPT, an advanced conversational artificial intelligence model developed by OpenAI, is gradually being used in medical education.

OBJECTIVE

This study aimed to compare the effects of ChatGPT-assisted skill learning on performance, cognitive load, self-efficacy, learning motivation, and spatial ability, with the aim of evaluating the potential of ChatGPT in clinical operative skills education.

METHODS

In this study, 187 undergraduate dental students recruited from a first-class university in China were randomly divided into a ChatGPT group and a blank control group. Among them, the control group used videos for skill acquisition, and the ChatGPT group used ChatGPT in addition to the videos. After 1 week of intervention, skills were tested using desktop virtual reality, and cognitive load was measured by recording changes in pupil diameter with an eye tracker. In addition, a spatial ability test was administered to analyze the effect of ChatGPT on those with different spatial abilities. Finally, a questionnaire was also used to assess cognitive load and self-efficacy during the learning process.

RESULTS

A total of 192 dental undergraduates from a top-tier Chinese university were initially recruited for the experiment by October 25, 2024. Following eye-tracking calibration procedures, 5 participants were excluded, resulting in 187 eligible students successfully completing the experimental protocol by November 2, 2024. Following a short-term intervention administered through randomized allocation, superior performance (ChatGPT group: mean 73.12, SD 10.06; control group: mean 65.54, SD 12.48; P<.001) was observed among participants in the ChatGPT group, along with higher levels of self-efficacy (P=.04) and learning motivation (P=.02). In addition, cognitive load was lower in the ChatGPT group according to eye-tracking measures (ChatGPT group: mean 0.137, SD 0.036; control group: mean 0.312, SD 0.032; P<.001). The analysis of the learning performance of participants with different spatial abilities in the 2 modalities showed that compared to the learners with high spatial abilities (ChatGPT group: mean 76.58, SD 9.23; control group: mean 73.89, SD 11.75; P=.22), those with low spatial abilities (ChatGPT group: mean 70.20, SD 10.71; control group: mean 55.41, SD 13.31; P<.001) were more positively influenced by ChatGPT.

CONCLUSIONS

ChatGPT has performed outstandingly in assisting dental skill learning, and the study supports the integration of ChatGPT into skills teaching and provides new ideas for modernizing skill teaching.

TRIAL REGISTRATION

ClinicalTrials.gov NCT06942130；https://clinicaltrials.gov/study/NCT06942130.

摘要

背景

临床操作技能培训是牙科学生临床前教育的关键组成部分。尽管虚拟现实和模拟器等技术辅助教学正越来越多地被整合进来，但教师的直接指导仍然是技能发展的基石。ChatGPT是OpenAI开发的一种先进的对话式人工智能模型，正逐渐应用于医学教育。

目的

本研究旨在比较ChatGPT辅助技能学习对操作表现、认知负荷、自我效能感、学习动机和空间能力的影响，以评估ChatGPT在临床操作技能教育中的潜力。

方法

本研究从中国一所一流大学招募了187名本科牙科学生，随机分为ChatGPT组和空白对照组。其中，对照组通过视频进行技能学习，ChatGPT组除视频外还使用ChatGPT。干预1周后，使用桌面虚拟现实测试技能，并通过眼动仪记录瞳孔直径变化来测量认知负荷。此外，还进行了空间能力测试，以分析ChatGPT对不同空间能力者的影响。最后，还使用问卷评估学习过程中的认知负荷和自我效能感。

结果

截至2024年10月25日，最初从中国一所顶尖大学招募了192名牙科本科生参与实验。经过眼动追踪校准程序后，排除了5名参与者，最终有187名符合条件的学生在2024年11月2日前成功完成了实验方案。经过随机分配的短期干预后，ChatGPT组参与者表现更优（ChatGPT组：均值73.12，标准差10.06；对照组：均值65.54，标准差12.48；P<0.001），自我效能感（P=0.04）和学习动机（P=0.02）也更高。此外，根据眼动追踪测量，ChatGPT组的认知负荷更低（ChatGPT组：均值0.137，标准差0.036；对照组：均值0.312，标准差0.032；P<0.001）。对两种模式下不同空间能力参与者学习表现的分析表明，与高空间能力学习者相比（ChatGPT组：均值76.58，标准差9.23；对照组：均值73.89，标准差11.75；P=0.22），低空间能力学习者（ChatGPT组：均值70.20，标准差10.71；对照组：均值55.41，标准差13.31；P<0.001）受ChatGPT的积极影响更大。