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Artificial Intelligence in Medical Education: Promoting Active Learning With a Customized Chatbot Tool.

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An AI chatbot enhanced active learning and exam preparation for physician assistant (PA) students, improving information retention and self-efficacy while reducing faculty workload. Early AI exposure cultivates essential clinical practice skills.

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Area of Science:

  • Medical Education Technology
  • Artificial Intelligence in Healthcare
  • Physician Assistant Education

Background:

  • Artificial intelligence (AI) tools, like customized chatbots, offer potential to improve active learning in physician assistant (PA) education.
  • This study assessed student perceptions and outcomes of integrating an AI chatbot for self-directed learning, retrieval practice, and personalized feedback in a clinical medicine course.

Purpose of the Study:

  • To evaluate the impact of a course-specific AI chatbot on student learning, engagement, and faculty workload in PA education.
  • To assess student perceptions of an AI chatbot designed to enhance self-directed learning and exam preparation.

Main Methods:

  • A GPT-4o chatbot was developed, integrating lecture materials, medical texts, and PANCE-style questions for customized practice and remediation.
  • Student utilization data and anonymous survey responses on usefulness and engagement were collected and analyzed.
  • Quantitative data were analyzed descriptively, and qualitative survey responses underwent thematic analysis.

Main Results:

  • 90% of students completed surveys, with 95% reporting improved exam preparation and information retention via the AI chatbot.
  • Key beneficial features included practice questions and individualized feedback, with AI use increasing significantly throughout the course.
  • Qualitative analysis revealed themes of enhanced active recall, self-assessment, and confidence; faculty reported reduced tutoring and quiz creation time.

Conclusions:

  • Integrating a customized AI chatbot in PA education fostered active learning, self-efficacy, and AI literacy, while decreasing faculty workload.
  • Early exposure to AI tools can improve student readiness for assessments and develop skills for responsible clinical technology use.