Artificial Intelligence in Medical Education: Promoting Active Learning With a Customized Chatbot Tool

Abstract

INTRODUCTION: Artificial intelligence (AI) tools, such as customized chatbots, present an opportunity to enhance active learning in physician assistant (PA) education. This study evaluated student perceptions and outcomes associated with incorporating an AI chatbot designed to promote self-directed learning, retrieval practice, and individualized feedback within a didactic clinical medicine course. METHODS: Faculty developed a course-specific chatbot (GPT-4o, OpenAI) integrated with lecture materials, open-access medical texts, and sample PANCE-style questions. The chatbot generated customized multiple-choice questions and provided tutoring functions for targeted remediation. Utilization data ("impressions") were collected across modules, and students completed an anonymous Qualtrics survey assessing perceptions of usefulness and engagement. Quantitative data were analyzed descriptively, and qualitative responses underwent thematic analysis. RESULTS: Sixty-three of 70 eligible students (90%) completed at least one survey item. Nearly all respondents (95%) used the chatbot, and 95% agreed or strongly agreed that it improved examination preparation and information retention. Most students identified practice questions and individualized feedback as the most beneficial features of the chatbot. Student use of AI increased significantly over the course, and qualitative analysis revealed themes of enhanced active recall, self-assessment, and confidence. Faculty noted reduced time demands for tutoring and quiz creation following initial tool development. DISCUSSION: Integration of a customized AI chatbot within PA education promoted active learning, self-efficacy, and AI literacy while ultimately reducing faculty workload. Early exposure to AI-based tools may not only enhance student readiness for didactic and summative assessments but also cultivate the skills necessary to use similar technologies effectively and responsibly in clinical practice.

Ähnliche Arbeiten