Accepted for/Published in: Journal of Medical Internet Research
Date Submitted: Nov 10, 2024
Date Accepted: Mar 22, 2025
Exploring the Application Capability of ChatGPT as a Virtual Instructor in Skills Education for Dental Medical Students: Randomized Controlled Trial
ABSTRACT
Background:
Clinical operative skills training is a critical component of preclinical education for dental students. Although technology-assisted instruction, such as virtual reality and simulators, is increasingly being integrated, direct guidance from instructors remains the cornerstone of skill development. ChatGPT, an advanced conversational AI model developed by OpenAI, is gradually being utilized in medical education.
Objective:
This study compares the effects of ChatGPT-assisted skill learning on performance, cognitive load, self-efficacy, learning motivation, and spatial ability, with the aim of evaluating the potential of ChatGPT in clinical operative skills education.
Methods:
In this study, 192 undergraduate dental students recruited from a first-class university in China were randomly divided into a ChatGPT group and a control group. Among them, the control group used videos for skill acquisition, and the ChatGPT group used ChatGPT in addition to the videos. After 1 week of intervention, skills were tested using desktop virtual reality, and cognitive load was measured by recording changes in pupil diameter with an eye tracker. In addition, a spatial ability test was administered to analyze the effect of ChatGPT on those with different spatial abilities. Finally, a questionnaire was also used to assess cognitive load and self-efficacy during the learning process.
Results:
Superior performance (ChatGPT group: mean 73.12, SD 10.06; control group: mean 65.54, SD 12.48) was found among participants in the ChatGPT group, along with higher levels of self-efficacy (P=.04) and learning motivation(P=.02). In addition, cognitive load was lower in the ChatGPT group according to eye-tracking measures (ChatGPT group: mean 0.137, SD 0.036; control group: mean 0.312, SD 0.032). The analysis of the learning performance of participants with different spatial abilities in the two modalities showed that compared to the learners with high spatial abilities (ChatGPT group: mean 76.58, SD 9.23; control group: mean 73.89, SD 11.75), the learners with low spatial abilities (ChatGPT group: mean 70.20, SD 10.71; control group: mean 55.41, SD 13.31) were more positively influenced by ChatGPT.
Conclusions:
ChatGPT has performed outstandingly in assisting dentistry skill learning, and the study supports the integration of ChatGPT into skills teaching and provides new ideas for modernizing skill teaching. Clinical Trial: Chinese Clinical Trial Registry ChiCTR2400091178. Besides, the full trial protocol can be accessed at this website.
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