{"title":"Proof of Concept of ChatGPT as a Virtual Tutor.","authors":"Jeff Cain, Aishwarya S Rajan","doi":"10.1016/j.ajpe.2024.101333","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value.</p><p><strong>Methods: </strong>The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course's learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A post-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction.</p><p><strong>Results: </strong>The development of the virtual tutor required a total of 119minutes, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor.</p><p><strong>Conclusion: </strong>The virtual tutor proved to be a feasible educational tool with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101333"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2024.101333","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value.
Methods: The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course's learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A post-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction.
Results: The development of the virtual tutor required a total of 119minutes, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor.
Conclusion: The virtual tutor proved to be a feasible educational tool with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.
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The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.
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