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医学教育中的人工智能:通过定制的聊天机器人工具促进积极学习
Kevin Bogenschutz1,2,3, Jaclyn Demeter1,2,3, Chad A Knoderer1,2,3
1Kevin Bogenschutz DMS, PA-C, is an assistant professor at Butler University, Indianapolis, Indiana.
概括
一个人工智能聊天机器人增强了医生助理 (PA) 学生的积极学习和考试准备,提高了信息保留和自我有效性,同时减少了教师的工作量. 早期接触人工智能培养了必要的临床实践技能.
科学领域:
- 医疗教育 技术 技术 医学教育
- 医疗保健中的人工智能
- 医生助理教育 医生助理教育
背景情况:
- 人工智能 (AI) 工具,如定制聊天机器人,有可能改善医生助理 (PA) 教育中的积极学习.
- 这项研究评估了学生对整合人工智能聊天机器人的看法和结果,用于在临床医学课程中进行自主学习,检索实践和个性化反.
研究的目的:
- 评估课程特定的人工智能聊天机器人对学生学习,参与和教师在PA教育中的工作量的影响.
- 评估学生对人工智能聊天机器人的看法,旨在增强自主学习和考试准备.
主要方法:
- 开发了一个GPT-4o聊天机器人,集成了讲座材料,医学文本和PANCE样式的问题,用于定制的实践和补救.
- 收集和分析了学生利用数据和匿名调查对有用性和参与度的回复.
- 定量数据进行了描述性分析,定性调查答案进行了主题分析.
主要成果:
- 90%的学生完成了调查,95%的学生报告通过AI聊天机器人改善了考试准备和信息保留.
- 关键的好处包括练习问题和个性化的反,AI的使用在整个课程中显著增加.
- 定性分析揭示了增强主动回忆,自我评估和信心的主题;教师报告减少了辅导和测试创建时间.
结论:
- 在PA教育中整合一个定制的AI聊天机器人,促进了积极的学习,自我效能和AI素养,同时减少了教师的工作量.
- 早期接触人工智能工具可以提高学生对评估的准备,并培养负责任的临床技术使用技能.
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