The rise of ChatGPT: Exploring its potential in medical education

By Hyunsu Lee. Anatomical Sciences Education, 2023

589 citations recorded by the source corpus.

The integration of artificial intelligence (AI) into medical education has the potential to revolutionize the way students learn about biomedical sciences. Large language models, such as ChatGPT, can serve as virtual teaching assistants, providing students with detailed and relevant information and perhaps eventually interactive simulations. ChatGPT has the potential to increase student engagement and enhance student learning, though research is needed to confirm this. The challenges and limitations of ChatGPT must also be considered, including ethical issues and potentially harmful effects. It is crucial for medical educators to keep pace with technology's rapidly changing landscape and consider the implications for curriculum design, assessment strategies, and teaching methods. Continued research and evaluation are necessary to ensure the optimal integration of AI‐based learning tools into medical education.

Subfields: Family Practice, Health Informatics, Radiology, Nuclear Medicine and Imaging

View Paper: https://www.semanticscholar.org/paper/6c8a5d2d4e20103f666697092c81d2ae6939e963

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. C. Preiksaitis
2. Christian Rose

In Health Informatics

1. C. Preiksaitis
2. Christian Rose

In Radiology, Nuclear Medicine and Imaging

1. C. Preiksaitis
2. Christian Rose

Citations in the corpus

• Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education (2023, unknown): “Lee [30] explores the potential of ChatGPT in medical education, discussing its potential to increase student engagement and enhance learning, as well as the need for further research to confirm these claims and address the ethical issues and potential harmful effects.”
• AI literacy and its implications for prompt engineering strategies (2024, unknown): “…improves student performance and motivation, and refines teaching practices, as evidenced in various recent publications (Alves de Castro, 2023; Crawford, Cowling, & Allen, 2023; Day, 2023; Farrokhnia, Banihashem, Noroozi, & Wals, 2023; Lee, 2023; Rudolph, Tan, & Tan, 2023; Su & Yang, 2023).”
• Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions (2023, background): “By analyzing students' performance data, LLMs can suggest targeted interventions and recommend specific resources to address learning gaps and optimize educational outcomes [16,17].”
• Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members (2023, unknown): “As technology advances, AI promises even more sophisticated tools in the future, making it essential for modern education (Lee, 2023 ; Mohamed & Shabaan, 2021 ; Wang, et al., 2023 ).”
• Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study (2024, background): “However, this should be considered in the sometimes euphoric discussion about the potential of ChatGPT in medical education (e.g., Lee, 2023).”
• Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023, background): “The precision and trustworthiness of generative AI are fundamental concerns thoroughly elaborated in many publications [8,11-15, 20,22, 24, 32, The propensity of these systems to generate and propagate misinformation is a notable risk.”