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Academic integrity has been challenged by artificial intelligence algorithms in teaching institutions, including those providing nuclear medicine training. The GPT 3.5–powered ChatGPT chatbot released in late November 2022 has emerged as an immediate threat to academic and scientific writing. Methods: Both examinations and written assignments for nuclear medicine courses were tested using ChatGPT. Included was a mix of core theory subjects offered in the second and third years of the nuclear medicine science course. Long-answer–style questions (8 subjects) and calculation-style questions (2 subjects) were included for examinations. ChatGPT was also used to produce responses to authentic writing tasks (6 subjects). ChatGPT responses were evaluated by Turnitin plagiarism-detection software for similarity and artificial intelligence scores, scored against standardized rubrics, and compared with the mean performance of student cohorts. Results: ChatGPT powered by GPT 3.5 performed poorly in the 2 calculation examinations (overall, 31.7% compared with 67.3% for students), with particularly poor performance in complex-style questions. ChatGPT failed each of 6 written tasks (overall, 38.9% compared with 67.2% for students), with worsening performance corresponding to increasing writing and research expectations in the third year. In the 8 examinations, ChatGPT performed better than students for general or early subjects but poorly for advanced and specific subjects (overall, 51% compared with 57.4% for students). Conclusion: Although ChatGPT poses a risk to academic integrity, its usefulness as a cheating tool can be constrained by higher-order taxonomies. Unfortunately, the constraints to higher-order learning and skill development also undermine potential applications of ChatGPT for enhancing learning. There are several potential applications of ChatGPT for teaching nuclear medicine students.
Currie et al. (Tue,) studied this question.