The potential of LLMs in generating questions and answers with EHRs

This study aimed to generate medical qualification exam questions and their corresponding answers from real-world electronic health records (EHRs) with large language models (LLMs), and to compare their output to that of human medical experts.

Utilizing a multicenter bidirectional anonymized database China Elderly Comorbidity Medical Database (CECMed), a total of 8 LLMs: ERNIE 4, ChatGLM 4, Doubao, Hunyuan, Spark 4, Qwen, Llama 3, and Mistral were tasked with generating open-ended questions and answers based on a subset of sampled admission reports. LLMs generated the medical question and answer through few-shot prompting. An independent expert panel scored the AI-generated outputs based on multiple criteria, including coherence, sufficiency of key information, information correctness, factual consistency, evidence of statement, and professionalism, using 5-point Likert scales.

For question generation, ERNIE 4 achieved the highest cumulative score (16.47). Human experts surpassed LLMs in sufficiency of key information (3.67) but lagged in information correctness (3.63 vs. LLMs' 4.03-4.57). The information correctness of ERNIE was significantly higher than the human's [0.93 (0.62, 1.24), p < 0.01]. For answer generation, humans led overall (14.49), while Doubao outperformed the other LLMs in coherence (3.57), factual consistency (3.60), and professionalism (3.53). The coherence of human's was significantly better than that of 8 LLMs, especially outperformed Llama [0.8 (0.37, 1.23), p < 0.01] and Mistral [0.87 (0.45, 1.28), p < 0.01].

Conventional medical education requires clinicians to formulate questions and answers based on prototypes from EHRs, which is heuristic and time-consuming. This study shows that mainstream LLMs could generate questions and answers with real-world EHRs at levels close to clinicians. Although current LLMs performed dissatisfactorily in some aspects, medical students and interns may find LLMs a useful auxiliary tool to support their learning.

https://clinicaltrials.gov/study/NCT06316544, identifier: NCT06316544.