人工智能驱动的牙科教育:探索聊天机器人在临床学习环境中的作用
Qiao Fang1, Raphael Reynaldi2, Ardelia Shaula Araminta2
1Clinical Assistant Professor, Department of Restorative Dentistry, College of Dentistry, University of Illinois Chicago, Chicago, Ill.
The Journal of prosthetic dentistry
|April 21, 2024
概括
与传统的黑板 (BB) 平台相比,使用定制聊天机器人 (CB) 的牙科学生经历了更好的学习,互动和满意度. 这种由人工智能驱动的工具显示出提高牙科教育的前景.
科学领域:
- 牙科教育技术 牙科教育技术
- 人工智能在医疗保健教育中的应用
- 在临床培训中使用聊天机器人的应用.
背景情况:
- 聊天机器人在牙科临床教育中的整合仍未得到充分探索.
- 缺乏对聊天机器人个性化和增强学前牙科学生学习体验的潜力的理解.
研究的目的:
- 评估牙科博士前学生对人工智能 (AI) 技术的认识和看法.
- 评估在临床教育中使用定制聊天机器人 (CB) 与传统的黑板 (BB) 平台的互动经验和担忧.
- 将聊天机器人干预与伊利诺伊大学芝加哥牙科学院 (UIC-COD) 的标准在线平台进行比较.
主要方法:
- 随机对照试验与86名博士前牙科学生分配到聊天机器人 (CB) 或黑板 (BB) 组.
- 参与者与他们分配的平台接触了10-15分钟,专注于临床调查.
- 互动后的调查评估了人工智能意识,平台参与度和技术问题,使用5分利克特级别,并使用非参数的曼-惠特尼U测试进行分析.
主要成果:
- 聊天机器人 (CB) 和黑板 (BB) 组之间的人工智能意识或感知没有显著差异.
- 该CB组显示显著改善了及时性,互动,接受力和学生满意度.
- 在CB组报告减少了教师的工作量和更少的焦虑,虽然对错误信息的担忧更明显.
结论:
- 聊天机器人技术显著提高了牙科临床教育的学习和学生参与度.
- 这项研究强调了人工智能驱动工具的潜力,以丰富牙科的教育格局.
- 聊天机器人为牙科学生提供了个性化和交互式学习体验的有希望的途径.
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