[Reflections on the Implications of the Developments in ChatGPT for Changes in Medical Education Models].

Ever since its official launch, Chat Generative Pre-Trained Transformer, or ChatGPT, a natural language processing tool driven by artificial intelligence (AI) technology, has attracted much attention from the education community. ChatGPT can play an important role in the field of medical education, with its potential applications ranging from assisting teachers in designing individualized teaching scenarios to enhancing students' practical ability for solving clinical problems and improving teaching and research efficiency. With the developments in technology, it is inevitable that ChatGPT, or other generative AI models, will be thoroughly integrated in more and more medical contexts, which will further enhance the efficiency and quality of medical services and allow doctors to spend more time interacting with patients and implement personalized health management. Herein, we suggested that proactive reflections be made to figure out the best way to cultivate health professional in the context of New Medical Education, to help more medical professionals enhance their understanding of developments in artificial intelligence, and to make preparations for the challenges that will emerge in the new round of technological revolution. Medical educators should focus on guiding students to make proper use of AI tools in the appropriate context, thereby prevening abuse or overreliance caused by a lack of discrimating ability. Teachers should focus on helping medical students make improvements in clinical reasoning skills, self-directed learning, and clinical practical skills. Teachers should stress the importance for medical students to understand the philosophical implications of the mind-body unity concept, holistic medical thinking, and systematic medical thinking. It is important to enhance medical students' humanistic qualities, cultivate their empathy and communication skills, and continually enhance their ability to meet the requirements of individualized precision diagnosis and treatment so that they will better adapt to the future developments in medicine.

Qu X ，Yang J ，Chen T ，Zhang W ... -  《-》

[Nursing Education in the Era of Generative Artificial Intelligence: Are We Ready?].

Chen SL 《-》

Incorporating ChatGPT in Medical Informatics Education: Mixed Methods Study on Student Perceptions and Experiential Integration Proposals.

The integration of artificial intelligence (AI) technologies, such as ChatGPT, in the educational landscape has the potential to enhance the learning experience of medical informatics students and prepare them for using AI in professional settings. The incorporation of AI in classes aims to develop critical thinking by encouraging students to interact with ChatGPT and critically analyze the responses generated by the chatbot. This approach also helps students develop important skills in the field of biomedical and health informatics to enhance their interaction with AI tools. The aim of the study is to explore the perceptions of students regarding the use of ChatGPT as a learning tool in their educational context and provide professors with examples of prompts for incorporating ChatGPT into their teaching and learning activities, thereby enhancing the educational experience for students in medical informatics courses. This study used a mixed methods approach to gain insights from students regarding the use of ChatGPT in education. To accomplish this, a structured questionnaire was applied to evaluate students' familiarity with ChatGPT, gauge their perceptions of its use, and understand their attitudes toward its use in academic and learning tasks. Learning outcomes of 2 courses were analyzed to propose ChatGPT's incorporation in master's programs in medicine and medical informatics. The majority of students expressed satisfaction with the use of ChatGPT in education, finding it beneficial for various purposes, including generating academic content, brainstorming ideas, and rewriting text. While some participants raised concerns about potential biases and the need for informed use, the overall perception was positive. Additionally, the study proposed integrating ChatGPT into 2 specific courses in the master's programs in medicine and medical informatics. The incorporation of ChatGPT was envisioned to enhance student learning experiences and assist in project planning, programming code generation, examination preparation, workflow exploration, and technical interview preparation, thus advancing medical informatics education. In medical teaching, it will be used as an assistant for simplifying the explanation of concepts and solving complex problems, as well as for generating clinical narratives and patient simulators. The study's valuable insights into medical faculty students' perspectives and integration proposals for ChatGPT serve as an informative guide for professors aiming to enhance medical informatics education. The research delves into the potential of ChatGPT, emphasizes the necessity of collaboration in academic environments, identifies subject areas with discernible benefits, and underscores its transformative role in fostering innovative and engaging learning experiences. The envisaged proposals hold promise in empowering future health care professionals to work in the rapidly evolving era of digital health care.

Magalhães Araujo S ，Cruz-Correia R 《-》

[Subverting the Future of Teaching: Artificial Intelligence Innovation in Nursing Education].

Wu HS 《-》

Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial.

The integration of artificial intelligence (AI) into health sciences students' education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in education may impact critical thinking, leading to unintended consequences that need to be addressed. Understanding the implications of AI adoption in education is essential for ensuring its responsible and effective use, empowering health sciences students to navigate AI-driven technologies' evolving field with essential knowledge and skills. This study aims to provide details on the study protocol and the methods used to investigate the usability and efficacy of ChatGPT, a large language model. The primary focus is on assessing its role as a supplementary learning tool for improving learning processes and outcomes among undergraduate health sciences students, with a specific emphasis on chronic diseases. This single-blinded, crossover, randomized, controlled trial is part of a broader mixed methods study, and the primary emphasis of this paper is on the quantitative component of the overall research. A total of 50 students will be recruited for this study. The alternative hypothesis posits that there will be a significant difference in learning outcomes and technology usability between students using ChatGPT (group A) and those using standard web-based tools (group B) to access resources and complete assignments. Participants will be allocated to sequence AB or BA in a 1:1 ratio using computer-generated randomization. Both arms include students' participation in a writing assignment intervention, with a washout period of 21 days between interventions. The primary outcome is the measure of the technology usability and effectiveness of ChatGPT, whereas the secondary outcome is the measure of students' perceptions and experiences with ChatGPT as a learning tool. Outcome data will be collected up to 24 hours after the interventions. This study aims to understand the potential benefits and challenges of incorporating AI as an educational tool, particularly in the context of student learning. The findings are expected to identify critical areas that need attention and help educators develop a deeper understanding of AI's impact on the educational field. By exploring the differences in the usability and efficacy between ChatGPT and conventional web-based tools, this study seeks to inform educators and students on the responsible integration of AI into academic settings, with a specific focus on health sciences education. By exploring the usability and efficacy of ChatGPT compared with conventional web-based tools, this study seeks to inform educators and students about the responsible integration of AI into academic settings. ClinicalTrails.gov NCT05963802; https://clinicaltrials.gov/study/NCT05963802. PRR1-10.2196/51873.

Veras M ，Dyer JO ，Rooney M ，Barros Silva PG ，Rutherford D ，Kairy D ... -  《-》