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In this study, we aim to investigate the potential advantages of integrating the new generative artificial intelligence (AI) technology, ChatGPT, into higher education, specifically within the field of medical education. The focus is on exploring ChatGPT's applications in personalized learning, assessment, and content creation while also addressing the management of its limitations and ethical considerations. Furthermore, we explore the use of ChatGPT as a medical instructor in a medical classroom context. We seek to elucidate responses to a preset of questions in two categories separated based on targeted remediation, pedagogical knowledge, teacher ethics, query detail, practicality, and communication pattern. These responses are analyzed based on two rubrics designed on the basics of pedagogical prerequisites, and findings are reached with a thorough comparative analysis. We hope that this research will improve the effective implementation of ChatGPT as a tool for enhancing learning and skill development while maintaining ethical awareness for medical professionals.
Saleem et al. (Thu,) studied this question.
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