| Autor: |
M. H., KARRAR ALSHARIF, A. Y., ELAMIN, J. M., ALMASAAD, N. M., BAKHIT, A., ALARIFI, K. M., TAHA, W. A., HASSAN, E., ZUMRAWI |
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| Zdroj: |
New Armenian Medical Journal; Dec2024, Vol. 18 Issue 4, p98-106, 9p |
| Abstrakt: |
Background: Problem-based learning is widely recognized for its ability to foster active learning and critical thinking in medical education. However, creating effective problem-based learning scenarios demands a high level of expertise. Leveraging the natural language capabilities of ChatGPT, educators can now receive assistance in designing engaging anatomy problem-based learnings. Objective: This paper aims to provide a comprehensive guide on collaborating with ChatGPT to generate ideas, develop content, and create supporting materials for anatomy problem-based learning scenarios. Material and methods: Our methodology involved an analysis of literature on problem-based learning best practices and experimentation on content creation using ChatGPT. The outputs were refined based on valuable feedback obtained from both educators and students. Results: This guide emphasizes crucial aspects such as defining clear learning objectives, ensuring academic rigour, and aligning the problem-based learning scenarios with the curriculum. By harnessing ChatGPT's conversational abilities, educators can collaboratively co-create problem-based learning scenarios that are engaging and effective. Conclusion: This human-artificial intelligence collaborative approach to anatomy problem-based learning design underscores the importance of maintaining oversight over the content generated by ChatGPT. Further research is necessary to quantify the impact of ChatGPT as a supplementary resource. Purposeful integration of ChatGPT, in alignment with pedagogical goals, has the potential to enhance engagement and learning outcomes, particularly for digitally native students. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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