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Can ChatGPT play a significant role in anatomy education? A scoping review
D Chytas1, G Noussios2, G Paraskevas3
1Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, Sparta, Greece; European University of Cyprus, Engomi, Nicosia, Cyprus.
Purpose:
We performed a scoping review to explore if ChatGPT, an artificial intelligence platform, can play a significant role in anatomy education.
Methods:
PubMed, SCOPUS, ERIC and Cochrane databases were searched for articles which included anatomical questions asked to ChatGPT. From each article, we extracted the following data: authors, type of study (qualitative or quantitative), presence or not of comparison of ChatGPT with other platforms or humans, type of questions asked to ChatGPT and evaluation of the answers to these questions.
Results:
Nine studies were included. Seven of them were quantitative and two were qualitative. Four studies included comparison of ChatGPT with other platforms or humans, while five studies did not. The performance of ChatGPT was weak. It failed to generate detailed answers, acceptable images and scientifically sound texts. However, it could help students understand anatomy and demonstrate the clinical significance of anatomical information. When it was compared with other platforms, its performance was either worse or not significantly different.
Conclusion:
ChatGPT is not yet at an acceptable level to play a significant role in anatomy education. Given that artificial intelligence is constantly evolving, future research may show that ChatGPT will be improved enough to enhance its educational potential.
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