Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial.
Saved in:
| Title: | Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial. |
|---|---|
| Authors: | Shalong, Wang1, Yi, Zuo2, Bin, Zou3, Ganglei, Liu1, Jinyu, Zhou1, Yanwen, Zheng1, Zequn, Zhang1, Lianwen, Yuan1, Feng, Ren1 renfeng@csu.edu.cn |
| Source: | Medical Teacher. Jul2025, Vol. 47 Issue 7, p1126-1133. 8p. |
| Subject Terms: | *Generative artificial intelligence, *Educational outcomes, *Autodidacticism, *Problem-based learning, *Psychology of medical students, *Comparative studies, Research funding, Questionnaires, Mann Whitney U Test, Descriptive statistics, Social support, Confidence intervals |
| Abstract: | Objective: This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. Materials and methods: In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. Results: At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. Conclusions: LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Objective: This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. Materials and methods: In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. Results: At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. Conclusions: LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2413023 |
