目的 基于建构主义理论,探讨ChatGPT辅助基于案例学习(case-based learning,CBL)教学在八年制临床医学专业学生麻醉学教学中的应用效果。方法 选取在北京大学第三医院麻醉科见习的北京大学医学部2020级八年制临床医学专业49名学生为研究对象,采用随机数字表法将其分为试验组和对照组。试验组23名学生采用ChatGPT辅助CBL教学,对照组26名学生采用常规CBL教学。教学结束后,通过理论考核、技能测试和问卷调查评价教学效果。采用独立样本t检验和χ2检验进行组间比较。结果 试验组和对照组学生的理论考试成绩分别为(78.30±8.49)分和(76.77±7.19)分,技能测试成绩分别为(92.87±3.95)分和(91.69±3.78)分,其差异均无统计学意义(均P>0.05)。问卷调查结果显示,试验组中14名(60.9%)学生认为CBL教学使用ChatGPT比其他查找资料途径更具优势,13名(56.5%)学生认为可以将ChatGPT推广到其他教学中,并且将来会主动使用,但ChatGPT准确性有所欠缺,尤其针对具体临床问题时需要辩证使用;对照组13名(50.0%)学生希望将ChatGPT加入CBL学习准备中。结论 CBL教学中使用ChatGPT可以缩短准备时间、提高学习效率,但准确性有限,需要在教师指导下使用。
Objective To explore the application of ChatGPT-assisted case-based learning (CBL) teaching in undergraduate clerkship teaching for undergraduate medical students. Methods Forty-nine medical students of grade 2020 from Peking University, rotating in the Anesthesiology Department of Peking University Third Hospital for clerkship, were enrolled in the study. They were randomized into an experimental group and a control group using the random number table method. The experimental group of 23 students received ChatGPT-assisted CBL teaching, while the control group of 26 students received traditional CBL training. After the course, teaching effectiveness was evaluated through knowledge test, skill assessment, and questionnaire survey results. Independent sample t-test and chi-square test were used for comparison between two groups. Results The knowledge test scores of the experimental group and the coutrol group of students were (78.30±8.49) points and (76.77±7.19) points, and the skill assessment scores were (92.87±3.95) points and (91.69±3.78) points, respectively (both P>0.05). The survey indicated that 13(50.0%) of the control group students hoped to incorporate ChatGPT into their CBL learning preparation; 14(60.9%) students in the experimental group believed that using ChatGPT in CBL teaching was more advantageous than other methods of searching for information; 13(56.5%) students believed that it could be promoted to other courses and would actively use it in the future. However, the accuracy of ChatGPT was lacking, especially for specific clinical problems, and it needed to be used discretionally. Conclusions The use of ChatGPT in CBL teaching can shorten preparation time and improve learning efficiency, but its accuracy is limited and requires instructor supervision.
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