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Artificial Intelligence-Powered Answers to Questions in Genomic Medicine.

Mary Kate Worden1, Allison Cruise2, Johanna M B Craig3

  • 1Office of Medical Education, Center for Medical Education Research and Scholarly Innovation, University of Virginia School of Medicine, Charlottesville, VA USA.

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Summary
This summary is machine-generated.

First-year medical students evaluated AI-generated content in genomic medicine, identifying artificial intelligence

Keywords:
Artificial intelligence (AI)Chat GPTCritical appraisalGenomic medicineInstructional design

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Area of Science:

  • Medical Education
  • Genomic Medicine
  • Artificial Intelligence

Background:

  • Integrating artificial intelligence (AI) into medical education is increasingly recommended.
  • The capabilities and limitations of AI tools in specialized medical fields require careful assessment.

Purpose of the Study:

  • To evaluate first-year medical students' critical appraisal of AI-generated responses in genomic medicine.
  • To assess the alignment of AI outputs with current biomedical literature.

Main Methods:

  • First-year medical students were tasked with critiquing responses generated by ChatGPT to questions posed in genomic medicine.
  • Student critiques focused on comparing AI-generated content against established biomedical literature.

Main Results:

  • Students identified specific strengths and limitations of AI-generated content in genomic medicine.
  • The exercise highlighted the necessity of critical evaluation of AI outputs by medical trainees.

Conclusions:

  • Critiquing AI outputs in genomic medicine effectively fosters critical thinking skills among medical students.
  • This educational approach supports the integration of AI into healthcare training and practice.