Capabilities and Limitations of ChatGPT in Anatomy Education: An Interaction With ChatGPT.

The growing interest in using ChatGPT (OpenAI, San Francisco, CA) in the medical field highlights the need for in-depth knowledge of its potential and constraints, especially when it comes to anatomy education (AE). Because of its sophisticated natural language processing abilities, it can understand the nuances of anatomical concepts, provide advanced as well as contextually relevant information, and could be a helpful tool for medical students and educators. This study aimed to analyze the capabilities and limitations of ChatGPT and its best possible application in AE. The study incorporated 34 questions that were inquired to ChatGPT after acquiring an online subscription to the 4th version. The questions were arbitrarily formulated after consensus among the researchers. The chatbot's replies were recorded and evaluated with reference to perfection, validity, and appropriateness. ChatGPT was observed to be a useful interactive tool for medical students to comprehend the clinical importance and characteristics of anatomical structures. The chatbot clarified the anatomical basis of ischemic heart disease and adequately tabulated the differences between the arteries and veins. Even though ChatGPT-4 was able to produce images of different anatomical structures, it fell short of accurately displaying the necessary features. Further, the chatbot generated quizzes, including multiple-choice, true-false, fill-in-the-blank, matching, and case-based questions, formulated a relevant overview of the lecture, and also analyzed answers to anatomy questions with adequate reasoning. ChatGPT can be a useful educational resource for medical students with the potential to play a crucial role in AE if employed in a methodical way. It imparts significant aid to the anatomy teachers during the execution of the medical curriculum and enhances their jobs while it never takes the place of an educator.

Saluja S ，Tigga SR 《Cureus》

The potential role of ChatGPT and artificial intelligence in anatomy education: a conversation with ChatGPT.

A recent study published in the JMIR Med Educ Journal explored the potential impact of the Generative Pre-Train (ChatGPT), a generative language model, on medical education, research, and practice. In the present study, an interview with ChatGPT was conducted to determine its capabilities and potential for use in anatomy education (AE) and anatomy research (AR). The study involved 18 questions asked of ChatGPT after obtaining an online subscription to the 4th edition. The questions were randomly selected and evaluated based on accuracy, relevance, and comprehensiveness. The ChatGPT provided accurate and well-structured anatomical descriptions, including clinical relevance and relationships between structures. The chatbot also offered concise summaries of chapters and helpful advice on anatomical terminology, even with complex terms. However, when it came to anatomical variants and their clinical significance, the chatbot's replies were inadequate unless variants were systematically classified into types. ChatGPT-4 generated multiple-choice quizzes and matching questions of varying difficulty levels, as well as summaries of articles when presented with text. However, the chatbot recognized its limitations in terms of accuracy, as did the authors of the current study. ChatGPT-4 can be a valuable interactive educational tool for students in the field of anatomy, encouraging engagement and further questions. However, it cannot replace the critical role of educators and should be used as a complementary tool. Future research should establish guidelines for ChatGPT's optimal use and application in medical education.

Totlis T ，Natsis K ，Filos D ，Ediaroglou V ，Mantzou N ，Duparc F ，Piagkou M ... -  《-》

Challenge, integration, and change: ChatGPT and future anatomical education.

Leng L 《Medical Education Online》

An explorative assessment of ChatGPT as an aid in medical education: Use it with caution.

Han Z ，Battaglia F ，Udaiyar A ，Fooks A ，Terlecky SR ... -  《-》

Evaluation of ChatGPT pathology knowledge using board-style questions.

Geetha SD ，Khan A ，Khan A ，Kannadath BS ，Vitkovski T ... -  《-》