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Transforming Medical Education: Assessing the Integration of ChatGPT Into Faculty Workflows at a Caribbean Medical
Joseph Cross1,2, Raymond Robinson3, Sumanth Devaraju4
1Biochemistry, Cell Biology & Genetics, American University of Antigua, St. John's, ATG.
Introduction:
ChatGPT is a Large Language Model (LLM) which allows for natural language processing and interactions with users in a conversational style. Since its release in 2022, it has had a significant impact in many occupational fields, including medical education. We sought to gain insight into the extent and type of usage of ChatGPT at a Caribbean medical school, the American University of Antigua College of Medicine (AUA).
Methods:
We administered a questionnaire to 87 full-time faculty at the school via email. We quantified and made graphical representations of the results via Qualtrics Experience Management software (QualtricsXM, Qualtrics, Provo, UT). Survey results were investigated using bar graph comparisons of absolute numbers and percentages for various categories related to ChatGPT usage, and descriptive statistics for Likert scale questions.
Results:
We found an estimated 33% of faculty were currently using ChatGPT. There was broad acceptance of the program by those who were using it and most believed it should be an option for students. The primary task ChatGPT was being used for was multiple choice question (MCQ) generation. The primary concern faculty had was incorrect information being included in ChatGPT output.
Conclusion:
ChatGPT has been quickly adopted by a subset of the college faculty, demonstrating its growing acceptance. Given the level of approval expressed about the program, we believe ChatGPT will continue to form an important and expanding part of faculty workflows at AUA and in medical education in general.
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