ChatGPT for Educational Activities in Health Sciences Students

(AIHSS Trial)

Overseen By Dahlia Kairy, PhD

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: Carleton University

Disqualifiers: Unable to provide informed consent

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

26 Participants Needed

Trial Summary

What is the purpose of this trial?

This trial tests ChatGPT, a smart assistant, to help health sciences students at Carleton University with their assignments. It compares ChatGPT's effectiveness to regular online resources by seeing which method helps students learn better.

Do I need to stop my current medications to join the trial?

The trial protocol does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment ChatGPT for educational activities in health sciences students?

Research suggests that ChatGPT can be a helpful tool in medical education by providing quick access to information, assisting with personalized learning, and generating educational content. However, it also has limitations, such as the potential to provide incorrect information and ethical concerns related to its use. ^{1 2 3 4 5}

How does the treatment 'ChatGPT for Educational Activities in Health Sciences Students' differ from other treatments?

ChatGPT is unique because it uses artificial intelligence to assist in medical education by providing personalized learning, generating case scenarios, and facilitating quick access to information. Unlike traditional educational methods, it offers interactive and conversational learning experiences, although it may pose challenges like generating incorrect information and ethical concerns. ^{1 2 4 6 7}

Research Team

Mirella Veras, PhD

Principal Investigator

Carleton University

Eligibility Criteria

This trial is for health science students enrolled in the HLTH 3503 course, focusing on Chronic Health Conditions and Disability for Fall 2023. Participants must be able to give informed consent. Those who cannot provide this consent are excluded.

Inclusion Criteria

Health Science students

Must be registered for the course Chronic Health Conditions and Disability (HLTH 3503), Fall 2023.

Exclusion Criteria

Unable to provide informed consent

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Intervention Phase 1

Participants in Group A use ChatGPT for assignments, while Group B uses traditional online tools

6 days

1 visit (virtual)

Wash-out Period

A wash-out period to minimize carryover effects before crossover

1 week

Intervention Phase 2

Participants switch interventions: Group A uses traditional tools, Group B uses ChatGPT

6 days

1 visit (virtual)

Follow-up

Participants complete post-intervention questionnaires to assess usability and perceptions

1 week

Treatment Details

Interventions

• ChatGPT

Trial Overview The study is testing the effectiveness of ChatGPT as an educational tool against usual online resources. It's a crossover randomized control trial where students are randomly placed into two groups: one using ChatGPT and another with standard materials.

Participant Groups

Group I: Artificial Intelligence (ChatGPT) Group Experimental Treatment 1 Intervention

Participants in Group A will be assigned to utilize ChatGPT as their tool to complete assignments. They will be given a period of six days to utilize artificial intelligence through ChatGPT for assignment completion. Along with the assignment instructions, participants will receive an ethical guideline and specific guidelines on how to effectively utilize ChatGPT. Once the intervention period is concluded, participants will be given a 24-hour window to complete a survey that assesses the usability of the technology. The survey aims to gather valuable feedback on the participants' experience and perception of using ChatGPT for their assignments. In addition, participants in Arm 1 will also be asked to fill out a survey regarding their perception of using artificial intelligence (AI) as an assistance tool to complete their assignments. This survey aims to gather insights into their thoughts, opinions, and attitudes towards utilizing AI in the learning process

Group II: Traditional Online tools Group Active Control 1 Intervention

Group B will serve as the control group in this study. Participants in this group will receive instructions on how to complete the assignment using traditional online tools available on the internet, without the use of artificial intelligence. They will have a timeframe of six days to complete the assignment using these conventional tools. Similar to participants in Arm 1, they will also be required to fill out a survey on technology usability, providing feedback on their experience with the online tools.

Who Is Running the Clinical Trial?

Carleton University

Lead Sponsor

Trials

3

Recruited

170+

Université de Montréal

Collaborator

Trials

223

Recruited

104,000+

Findings from Research

ChatGPT provided correct answers to 71.9% of questions about obstructive sleep apnea, indicating it can be a useful tool for patient education, regardless of the type of prompting used.

Prompting for statistics and references significantly improved the quality of responses, with 96.1% of those answers including references, while patient-friendly prompts resulted in simpler language suitable for patients, maintaining an acceptable grade level for medical information.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluating ChatGPT responses on obstructive sleep apnea for patient education. Campbell, DJ., Estephan, LE., Mastrolonardo, EV., et al.[2023]

References

1. United States pubmed.ncbi.nlm.nih.gov

The Utilization of ChatGPT in Reshaping Future Medical Education and Learning Perspectives: A Curse or a Blessing? [2023]

2. Netherlands pubmed.ncbi.nlm.nih.gov

The Pros and Cons of Using ChatGPT in Medical Education: A Scoping Review. [2023]

3. United States pubmed.ncbi.nlm.nih.gov

Evaluating ChatGPT responses on obstructive sleep apnea for patient education. [2023]

4. England pubmed.ncbi.nlm.nih.gov

An explorative assessment of ChatGPT as an aid in medical education: Use it with caution. [2023]

5. England pubmed.ncbi.nlm.nih.gov

Assessment of ChatGPT's performance on neurology written board examination questions. [2023]

6. United States pubmed.ncbi.nlm.nih.gov

A Conversation with ChatGPT. [2023]

7. United States pubmed.ncbi.nlm.nih.gov

Transforming Medical Education: Assessing the Integration of ChatGPT Into Faculty Workflows at a Caribbean Medical School. [2023]