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Developing student proficiency in ChatGPT-driven active recall practices and self-guided inquiry.

Amie J Dirks-Naylor1

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Pharmacy students effectively used ChatGPT for active recall and self-directed learning, enhancing their understanding of AI tools despite limited prior experience. Verifying AI-generated content proved a valuable learning strategy.

Keywords:
artificial intelligenceeducationpharmacyphysiologyteaching

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Area of Science:

  • Pharmacy Education
  • Artificial Intelligence in Education

Background:

  • Artificial intelligence (AI) tools, such as ChatGPT, present novel avenues for augmenting student learning.
  • Active recall and self-directed inquiry are pedagogical strategies that can be enhanced by AI integration.

Purpose of the Study:

  • To evaluate pharmacy students' perceptions of a structured assignment utilizing ChatGPT for active recall and self-directed inquiry.
  • To assess student proficiency and comfort with AI tools in an academic setting.

Main Methods:

  • First-semester Doctor of Pharmacy students completed an assignment using ChatGPT to generate quizzes from lecture notes on protein structure and apoptosis.
  • Students verified ChatGPT-generated answers and engaged in further inquiry.
  • Perceptions were assessed via a Qualtrics survey.

Main Results:

  • Nearly 60% of students lacked prior ChatGPT experience; only 21% used it for quizzing.
  • Most students found the assignment instructions clear (96%) and ChatGPT easy to use (89%).
  • Students perceived ChatGPT quizzes as effective as instructor-provided ones, and verifying answers was deemed valuable.

Conclusions:

  • A structured assignment effectively improved student comfort and understanding of ChatGPT for active recall and critical inquiry.
  • AI integration, when guided, can enrich traditional learning, boost engagement, and deepen understanding of biological concepts in pharmacy education.
  • Students appreciated ChatGPT's capacity for generating questions and exploring concepts at higher cognitive levels.