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Student Perceptions of a Custom Artificial Intelligence Clinical Case Companion.

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Custom Generative Pretrained Transformer (GPT) tools enhance physician assistant (PA) education by improving clinical reasoning skills. Students found the AI tool helpful for differential diagnoses and test interpretation, though accuracy concerns remain.

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Area of Science:

  • Medical Education
  • Artificial Intelligence in Healthcare
  • Clinical Reasoning Development

Background:

  • Artificial intelligence (AI) tools show potential for enhancing physician assistant (PA) education, particularly in clinical reasoning.
  • Limited research exists on custom Generative Pretrained Transformer (GPT) applications within PA curricula.
  • This study investigated student experiences with a novel GPT-based clinical reasoning tool.

Purpose of the Study:

  • To evaluate first-year physician assistant (PA) students' experiences and perceptions of a custom GPT-4-Turbo clinical case companion.
  • To assess the tool's impact on developing clinical reasoning skills across various domains.
  • To identify student-reported benefits and areas for improvement in AI-assisted PA education.

Main Methods:

  • A mixed-methods study involving 72 first-year PA students utilizing an interactive GPT-4-Turbo clinical case companion.
  • Students engaged with Socratic dialogue-based cases in hematology and nephrology.
  • Post-engagement surveys (Likert scale, open-ended questions) and thematic analysis were employed.

Main Results:

  • An 81.9% response rate (59 students) reported the tool as moderately to extremely helpful (90%).
  • Significant improvements were noted in developing differential diagnoses (79.7%), ordering diagnostic studies (81.4%), and interpreting tests (78.0%).
  • Key themes included appreciation for immediate feedback (36%) and detailed explanations (36%), with concerns regarding case content accuracy.

Conclusions:

  • Custom GPT-based tools can effectively supplement traditional PA education, offering personalized, on-demand learning.
  • Students perceived significant gains in clinical reasoning but noted limitations in history-taking skills.
  • Future implementation requires faculty oversight and AI literacy training to address accuracy concerns and optimize educational value.