Student perceptions of generative artificial intelligence in didactic patient presentations
DOI:
https://doi.org/10.46542/pe.2024.241.590597Keywords:
Artificial intelligence, Communication, Generative AI in education, Patient presentation, Pharmacy educationAbstract
Background: Limited research exists concerning the integration of Chat-Generative-Pre-trained Transformer (ChatGPT) into didactic pharmacy curricula. This project aimed to evaluate the impact of utilising ChatGPT (GPT 3.5) in the development of patient presentations on student perceptions.
Methods: Students were given the opportunity to utilise ChatGPT to help organise information included within recorded verbal patient presentations. Following the assignment, students in the second (P2) and third year (P3) pharmacy curriculum completed surveys evaluating perceptions of ChatGPT.
Results: Surveys were submitted by 51 P2 students and 48 P3 students. No difference was found regarding perceptions of utilising ChatGPT in patient presentations, except for confidence related to succinctly presenting an assessment and plan and the ability to address patient concerns. Overall, 25/42 (59.5%) P2 and 29/41 (70.7%) P3 respondents felt ChatGPT improved their ability to communicate, 24/42 (57.1%) P2 and 29/41 (70.7%) P3 respondents felt they had improved organisation, and 25/46 (54.3%) P2 and 26/41 (63.4%) P3 respondents felt ChatGPT saved time.
Conclusion: Students perceived ChatGPT to positively impact their ability to communicate effectively, organise information, and increase confidence in presenting information. This activity highlights a way to encourage students to develop skills in the use of evolving technology while enabling critical thinking.
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