{"title":"探讨ChatGPT在牙医学生技能教学中的应用能力：随机对照试验。","authors":"Siyu Huang, Chang Wen, Xueying Bai, Sihong Li, Shuining Wang, Xiaoxuan Wang, Dong Yang","doi":"10.2196/68538","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Clinical operative skills training is a critical component of preclinical education for dental students. Although technology-assisted instruction, such as virtual reality and simulators, is increasingly being integrated, direct guidance from instructors remains the cornerstone of skill development. ChatGPT, an advanced conversational artificial intelligence model developed by OpenAI, is gradually being used in medical education.</p><p><strong>Objective: </strong>This study aimed to compare the effects of ChatGPT-assisted skill learning on performance, cognitive load, self-efficacy, learning motivation, and spatial ability, with the aim of evaluating the potential of ChatGPT in clinical operative skills education.</p><p><strong>Methods: </strong>In this study, 187 undergraduate dental students recruited from a first-class university in China were randomly divided into a ChatGPT group and a blank control group. Among them, the control group used videos for skill acquisition, and the ChatGPT group used ChatGPT in addition to the videos. After 1 week of intervention, skills were tested using desktop virtual reality, and cognitive load was measured by recording changes in pupil diameter with an eye tracker. In addition, a spatial ability test was administered to analyze the effect of ChatGPT on those with different spatial abilities. Finally, a questionnaire was also used to assess cognitive load and self-efficacy during the learning process.</p><p><strong>Results: </strong>A total of 192 dental undergraduates from a top-tier Chinese university were initially recruited for the experiment by October 25, 2024. Following eye-tracking calibration procedures, 5 participants were excluded, resulting in 187 eligible students successfully completing the experimental protocol by November 2, 2024. Following a short-term intervention administered through randomized allocation, superior performance (ChatGPT group: mean 73.12, SD 10.06; control group: mean 65.54, SD 12.48; P<.001) was observed among participants in the ChatGPT group, along with higher levels of self-efficacy (P=.04) and learning motivation (P=.02). In addition, cognitive load was lower in the ChatGPT group according to eye-tracking measures (ChatGPT group: mean 0.137, SD 0.036; control group: mean 0.312, SD 0.032; P<.001). The analysis of the learning performance of participants with different spatial abilities in the 2 modalities showed that compared to the learners with high spatial abilities (ChatGPT group: mean 76.58, SD 9.23; control group: mean 73.89, SD 11.75; P=.22), those with low spatial abilities (ChatGPT group: mean 70.20, SD 10.71; control group: mean 55.41, SD 13.31; P<.001) were more positively influenced by ChatGPT.</p><p><strong>Conclusions: </strong>ChatGPT has performed outstandingly in assisting dental skill learning, and the study supports the integration of ChatGPT into skills teaching and provides new ideas for modernizing skill teaching.</p><p><strong>Trial registration: </strong>ClinicalTrials.gov NCT06942130；https://clinicaltrials.gov/study/NCT06942130.</p>","PeriodicalId":16337,"journal":{"name":"Journal of Medical Internet Research","volume":"27 ","pages":"e68538"},"PeriodicalIF":5.8000,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Application Capability of ChatGPT as an Instructor in Skills Education for Dental Medical Students: Randomized Controlled Trial.\",\"authors\":\"Siyu Huang, Chang Wen, Xueying Bai, Sihong Li, Shuining Wang, Xiaoxuan Wang, Dong Yang\",\"doi\":\"10.2196/68538\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Clinical operative skills training is a critical component of preclinical education for dental students. Although technology-assisted instruction, such as virtual reality and simulators, is increasingly being integrated, direct guidance from instructors remains the cornerstone of skill development. ChatGPT, an advanced conversational artificial intelligence model developed by OpenAI, is gradually being used in medical education.</p><p><strong>Objective: </strong>This study aimed to compare the effects of ChatGPT-assisted skill learning on performance, cognitive load, self-efficacy, learning motivation, and spatial ability, with the aim of evaluating the potential of ChatGPT in clinical operative skills education.</p><p><strong>Methods: </strong>In this study, 187 undergraduate dental students recruited from a first-class university in China were randomly divided into a ChatGPT group and a blank control group. Among them, the control group used videos for skill acquisition, and the ChatGPT group used ChatGPT in addition to the videos. After 1 week of intervention, skills were tested using desktop virtual reality, and cognitive load was measured by recording changes in pupil diameter with an eye tracker. In addition, a spatial ability test was administered to analyze the effect of ChatGPT on those with different spatial abilities. Finally, a questionnaire was also used to assess cognitive load and self-efficacy during the learning process.</p><p><strong>Results: </strong>A total of 192 dental undergraduates from a top-tier Chinese university were initially recruited for the experiment by October 25, 2024. Following eye-tracking calibration procedures, 5 participants were excluded, resulting in 187 eligible students successfully completing the experimental protocol by November 2, 2024. Following a short-term intervention administered through randomized allocation, superior performance (ChatGPT group: mean 73.12, SD 10.06; control group: mean 65.54, SD 12.48; P<.001) was observed among participants in the ChatGPT group, along with higher levels of self-efficacy (P=.04) and learning motivation (P=.02). In addition, cognitive load was lower in the ChatGPT group according to eye-tracking measures (ChatGPT group: mean 0.137, SD 0.036; control group: mean 0.312, SD 0.032; P<.001). The analysis of the learning performance of participants with different spatial abilities in the 2 modalities showed that compared to the learners with high spatial abilities (ChatGPT group: mean 76.58, SD 9.23; control group: mean 73.89, SD 11.75; P=.22), those with low spatial abilities (ChatGPT group: mean 70.20, SD 10.71; control group: mean 55.41, SD 13.31; P<.001) were more positively influenced by ChatGPT.</p><p><strong>Conclusions: </strong>ChatGPT has performed outstandingly in assisting dental skill learning, and the study supports the integration of ChatGPT into skills teaching and provides new ideas for modernizing skill teaching.</p><p><strong>Trial registration: </strong>ClinicalTrials.gov NCT06942130；https://clinicaltrials.gov/study/NCT06942130.</p>\",\"PeriodicalId\":16337,\"journal\":{\"name\":\"Journal of Medical Internet Research\",\"volume\":\"27 \",\"pages\":\"e68538\"},\"PeriodicalIF\":5.8000,\"publicationDate\":\"2025-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Medical Internet Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.2196/68538\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Internet Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.2196/68538","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Exploring the Application Capability of ChatGPT as an Instructor in Skills Education for Dental Medical Students: Randomized Controlled Trial.
Background: Clinical operative skills training is a critical component of preclinical education for dental students. Although technology-assisted instruction, such as virtual reality and simulators, is increasingly being integrated, direct guidance from instructors remains the cornerstone of skill development. ChatGPT, an advanced conversational artificial intelligence model developed by OpenAI, is gradually being used in medical education.
Objective: This study aimed to compare the effects of ChatGPT-assisted skill learning on performance, cognitive load, self-efficacy, learning motivation, and spatial ability, with the aim of evaluating the potential of ChatGPT in clinical operative skills education.
Methods: In this study, 187 undergraduate dental students recruited from a first-class university in China were randomly divided into a ChatGPT group and a blank control group. Among them, the control group used videos for skill acquisition, and the ChatGPT group used ChatGPT in addition to the videos. After 1 week of intervention, skills were tested using desktop virtual reality, and cognitive load was measured by recording changes in pupil diameter with an eye tracker. In addition, a spatial ability test was administered to analyze the effect of ChatGPT on those with different spatial abilities. Finally, a questionnaire was also used to assess cognitive load and self-efficacy during the learning process.
Results: A total of 192 dental undergraduates from a top-tier Chinese university were initially recruited for the experiment by October 25, 2024. Following eye-tracking calibration procedures, 5 participants were excluded, resulting in 187 eligible students successfully completing the experimental protocol by November 2, 2024. Following a short-term intervention administered through randomized allocation, superior performance (ChatGPT group: mean 73.12, SD 10.06; control group: mean 65.54, SD 12.48; P<.001) was observed among participants in the ChatGPT group, along with higher levels of self-efficacy (P=.04) and learning motivation (P=.02). In addition, cognitive load was lower in the ChatGPT group according to eye-tracking measures (ChatGPT group: mean 0.137, SD 0.036; control group: mean 0.312, SD 0.032; P<.001). The analysis of the learning performance of participants with different spatial abilities in the 2 modalities showed that compared to the learners with high spatial abilities (ChatGPT group: mean 76.58, SD 9.23; control group: mean 73.89, SD 11.75; P=.22), those with low spatial abilities (ChatGPT group: mean 70.20, SD 10.71; control group: mean 55.41, SD 13.31; P<.001) were more positively influenced by ChatGPT.
Conclusions: ChatGPT has performed outstandingly in assisting dental skill learning, and the study supports the integration of ChatGPT into skills teaching and provides new ideas for modernizing skill teaching.
期刊介绍：
The Journal of Medical Internet Research (JMIR) is a highly respected publication in the field of health informatics and health services. With a founding date in 1999, JMIR has been a pioneer in the field for over two decades.
As a leader in the industry, the journal focuses on digital health, data science, health informatics, and emerging technologies for health, medicine, and biomedical research. It is recognized as a top publication in these disciplines, ranking in the first quartile (Q1) by Impact Factor.
Notably, JMIR holds the prestigious position of being ranked #1 on Google Scholar within the "Medical Informatics" discipline.
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