Accepted for/Published in: JMIR Medical Education
Date Submitted: Mar 16, 2023
Date Accepted: Jul 25, 2023
The use of ChatGPT for integrated infectious disease pharmacotherapy module: Educators' perspectives
ABSTRACT
Background:
Artificial Intelligence (AI) plays an important role in many fields, including medical education, practice, and research. Many medical educators started using ChatGPT at the end of 2022 for many purposes. The aim of this article was to explore the potential uses, benefits, and risks of using ChatGPT in integrated pharmacotherapy of infectious disease module education.
Methods:
A content analysis was conducted to investigate the applications of ChatGPT in integrated infectious disease pharmacotherapy module education. Questions pertaining to curriculum development, syllabus design, lecture note preparation, and exam construction were posed during data collection. Three experienced professors rated the appropriateness and precision of the answers provided by ChatGPT. The consensus rating was considered. The professors also discussed the prospective applications, benefits, and risks of ChatGPT in this educational setting.
Results:
ChatGPT demonstrated the ability to contribute to various aspects of curriculum design, with ratings ranging from 50% to 92% for appropriateness and accuracy. However, there were limitations and risks associated with its use, including incomplete syllabi, the absence of essential learning objectives, and the inability to design valid questionnaires and qualitative studies. It was suggested that educators utilize ChatGPT as a resource rather than relying primarily on its output. There are recommendations for effectively incorporating ChatGPT into the integrated pharmacotherapy of infectious disease curriculum. Conclusion: Medical and health sciences educators can use ChatGPT as a guide in many aspects related to the integrated pharmacotherapy of infectious disease curriculum development, syllabus design, lecture notes preparation and exam preparation with caution.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.