JMIR Publications

ABSTRACT

ChatGPT is an artificial intelligence Chabot that has gained popularity due to its capabilities. It is the fastest-growing AI-based software application [1]. Kung et al have demonstrated its medical knowledge and noted that it displayed comprehensible reasoning and valid clinical insight [2]. We explored its potential utility in undergraduate medical teaching-learning. ChatGPT's output suggested a long list of potential areas of utility. These include providing quick access to information, answering questions, offering explanations, providing realistic case scenarios, and offering personalized feedback, engaging students in active and personalized learning, facilitating discussions, simulating patient interactions, virtual tutoring and test preparation. To understand its capabilities, we asked it some ‘doubts’. We asked, "Why is there no pulmonary oedema in nephrotic syndrome while there is edema everywhere else?" Chat GPT could explain it appropriately. Then we asked Chat GPT to generate a typical HPLC report of a child with beta-thalassemia major, which it readily did. When we asked how there could be detectable HbA if there is a homozygous mutation in the B globin chain, it provided a correct explanation. In both the questions, when asked, it also cited appropriate references. Next, the Chatbot on request generated a case scenario of a baby with severe acute malnutrition (SAM) and a script for a role-play for counselling parents with the SAM child demonstrating desirable attributes. The use of prompts allowed us to refine the scenario and the script further. It could also set multiple choice questions, short-answer questions, and structured and modified essay questions. We felt that Chat GPT can indeed be a "pocket tutor" for medical students to get quick answers, find explanations for queries, and provide resources. This will help in personalized learning, self-directed learning, and problem-solving. Chat GPT can be used to generate acceptable scenarios and scripts for teaching, which can be customized and refined with appropriate prompts. The Chatbot may also be helpful in planning assessments though the generated questions may need human moderation. However, chat GPT has some limitations. The information needs to be verified by a human reviewer (the student or the teacher) and it lacks access to journals and databases like PubMed and Cochrane and to data beyond 2021[3]. There is also potential for abuse, and students have already used it for cheating on assignments [3, 4]. We conclude that Chat GPT has the potential to enhance medical education, but it is important to acknowledge that while it can aid, it cannot replace human teachers and human interaction. Responsible usage and mechanisms for checks and balances are important for its effective use.