The rise of ChatGPT : Exploring its potential in medical education
Open accessAbstract
The integration of artificial intelligence (AI) into medical education has the potential to revolutionize the way students learn about biomedical sciences. Large language models, such as ChatGPT, can serve as virtual teaching assistants, providing students with detailed and relevant information and perhaps eventually interactive simulations. ChatGPT has the potential to increase student engagement and enhance student learning, though research is needed to confirm this. The challenges and limitations of ChatGPT must also be considered, including ethical issues and potentially harmful effects. It is crucial for medical educators to keep pace with technology's rapidly changing landscape and consider the implications for curriculum design, assessment strategies, and teaching methods. Continued research and evaluation are necessary to ensure the optimal integration of AI‐based learning tools into medical education.
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From a student perspective, GAI serves as a versatile teaching aid, simplifying and summarizing text to facilitate understanding.
“From a student perspective, GAI serves as a versatile teaching aid, simplifying and summarizing text to facilitate understanding [5].”
From Generative artificial intelligence in physiotherapy education: great potential amidst challenges- a qualitative interview study (2025) · cites this paper as [5]
The Potential Applications and Benefits section says ChatGPT could serve as a virtual teaching assistant and explain complex concepts at a student's level. The Introduction says it can summarize research and medical literature, but does not specifically describe summarizing text for students to aid understanding. The paper presents its educational benefits as potential rather than established. (LLM, conf=0.82)
Experimental — accuracy not yet measuredPrevious studies emphasize GAI's role in facilitating information processing, improved access to information, person-centered information delivery, and academic writing improvements in medical education.
“This aligns with previous studies emphasizing GAI’s role in facilitating information processing, improved access to information, person-centered information delivery, and academic writing improvements in medical education [5, 9].”
From Generative artificial intelligence in physiotherapy education: great potential amidst challenges- a qualitative interview study (2025) · cites this paper as [5]
The Introduction (page unavailable) says ChatGPT can summarize and evaluate medical literature, and the Potential Applications and Benefits section describes quick access to information and potentially personalized explanations. The paper does not report improvements in students’ academic writing; its discussion of essays focuses on possible academic dishonesty. It also frames several educational benefits as potential rather than established outcomes. (LLM, conf=0.87)
Experimental — accuracy not yet measuredMost existing research on GPT-based systems in medical education remains conceptual or exploratory, with limited empirical evidence on practical implementation in specific skill domains.
“However, most existing research remains conceptual or exploratory, with limited empirical evidence on the practical implementation of GPT-based systems in specific skill domains.”
From Feasibility study of using GPT for history-taking training in medical education: a randomized clinical trial (2025) · cites this paper as [5]
The Potential Applications and Benefits section says ChatGPT’s efficacy in medical education “remains to be seen in practice,” and the Conclusions call for robust evaluations of learning outcomes. This supports the concern about limited practical evidence, but the paper does not establish that most existing research is conceptual or exploratory, or assess evidence across specific skill domains. (LLM, conf=0.83)
Experimental — accuracy not yet measuredPrevious studies have shown that AI-assisted learning systems can enhance students' engagement, promote self-directed learning, and improve academic performance in various disciplines.
“Previous studies have shown that AI-assisted learning systems can enhance students’ engagement, promote self-directed learning, and improve academic performance in various disciplines [10, 11].”
From Effectiveness of a generative AI-powered digital tutor integrated with a knowledge graph in anatomy education for nursing students: a randomized controlled trial (2026) · cites this paper as [10]
The Abstract (page unavailable) says ChatGPT has the potential to increase student engagement, but explicitly says research is needed to confirm this. The cited paper does not establish that previous studies showed improved engagement, self-directed learning, or academic performance across various disciplines. (LLM, conf=0.86)
Experimental — accuracy not yet measuredIntegrating AI-supported learning tools into foundational medical education can effectively enhance students' learning outcomes.
“These findings suggest that integrating AI-supported learning tools into foundational medical education can effectively enhance students’ learning outcomes [6, 10].”
From Effectiveness of a generative AI-powered digital tutor integrated with a knowledge graph in anatomy education for nursing students: a randomized controlled trial (2026) · cites this paper as [10]
The Abstract says ChatGPT has the potential to enhance student learning, but explicitly says research is needed to confirm this. The Potential Applications and Benefits section likewise says its efficacy remains to be seen in practice. The source supports a possible benefit in foundational medical education, not an established effective improvement in learning outcomes. (LLM, conf=0.88)
Experimental — accuracy not yet measured
A significant worry cited by numerous authors is the potential threat to academic integrity and possible misuse of generative AI in medical education.
“As touched upon in the preceding paragraph, a significant worry cited by numerous authors is the potential threat to academic integrity and the possible misuse of this technology [12,14,15,19,20,22,23,25,40-43].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
The precision and trustworthiness of generative AI are fundamental concerns elaborated in many publications.
“The precision and trustworthiness of generative AI are fundamental concerns thoroughly elaborated in many publications [8,11-15,20,22,24,32,35,41,42].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Numerous studies underscored the potential of generative AI models to adapt to individual learners' requirements, offering a customized learning experience.
“Numerous studies underscored the potential of these AI models to adapt to individual learners' requirements, offering a customized learning experience [1,14,15,20,22,34].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
An overdependence on generative AI could potentially curtail learners' capacities for critical thinking and intricate problem-solving.
“An overdependence on this technology could potentially curtail learners’ capacities for critical thinking and intricate problem-solving [15,24,25,36].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Various studies raise concerns regarding model bias and the potential for perpetuating stereotypes.
“Various studies raise concerns regarding model bias and the potential for perpetuating stereotypes [14,15,19,22].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Dependence on AI could potentially compromise learning opportunities or skill development that arises from task completion without assistance.
“Dependence on AI could potentially compromise learning opportunities or skill development that arises from task completion without assistance [15,24,25,36].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Several articles voice concerns about potential academic dishonesty related to generative AI.
“Several articles voice concerns about potential academic dishonesty [12,14,15,19,20,22,23,25,40-43].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Generative AI may produce biased content or lack representation of all populations.
“Moreover, concerns have arisen that generative AI may produce biased content or lack representation of all populations [8,11-15,19,20,22,24,32,35,41,42].”
From Opportunities, Challenges, and Future Directions of Generative Artificial Intelligence in Medical Education: Scoping Review (2023) · cites this paper as [15]
Generative AI models have recently garnered attention for their capacity to assess intricate medical and clinical information, rendering them important assets for education and research.
“Generative AI models have recently garnered attention for their capacity to assess intricate medical and clinical information, rendering them important assets for education and research [20–24].”
From Integrating AI in medical education: a comprehensive study of medical students’ attitudes, concerns, and behavioral intentions (2025) · cites this paper as [21]
ChatGPT has been highlighted for fostering students' performance, engagement, and motivation and enhancing teaching practices.
“foster students’ performance, engagement and motivation [14, 44, 58], and enhance teaching practices [17, 18, 64, 74].”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [44]
Fostering students' performance, engagement, and motivation leads to increased students' academic success.
“fostering students' performance, engagement, and motivation, leading to increase students' academic success [14, 44, 58]”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [44]
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Yigci, D., Eryilmaz, M., Yetisen, A. K., Tasoglu, S., & Ozcan, A. (2025) · Advanced Intelligent Systems · doi:10.1002/aisy.202400429 · Cited by 113 · see citing works
Large Language Models in Medical Education: Comparing ChatGPT- to Human-Generated Exam Questions
Laupichler, M. C., Rother, J. F., Kadow, I. C. G., Ahmadi, S., & Raupach, T. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005626 · Cited by 107 · see citing works
Practical Applications of ChatGPT in Undergraduate Medical Education
Tsang, R. (2023) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205231178449 · Cited by 105 · see citing works
“”(24) Clinical practice demands both accuracy and precision, and the provision of inaccurate or misleading information by ChatGPT is a concerning possibility.(15) An additional limitation to ChatGPT is that up until March 2023, it did not have access to real-time information, ie GPT-3.”
BackgroundAwareness and level of digital literacy among students receiving health-based education
Aydınlar, A., Mavi, A., Kütükçü, E., Kırımlı, E. E., Alis, D. C., Akın, A., & Altıntaş, L. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05025-w · Cited by 94 · see citing works
“Trans-ferring this information with ChatGPT is questionable from an ethical standpoint, and the user must ensure sufficient precautions to keep this information private [16].”
BackgroundYanagita, Y., Yokokawa, D., Uchida, S., Tawara, J., & Ikusaka, M. (2023) · JMIR Formative Research · doi:10.2196/48023 · Cited by 92 · see citing works
“Large language models such as GPT have potential as virtual teaching assistants that provide detailed and relevant information to medical students and perhaps eventually interactive simulations [11].”
BackgroundMethodEmbracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students
Wu, Y., Zheng, Y., Feng, B., Yang, Y., Kang, K., & Zhao, A. (2024) · JMIR Medical Education · doi:10.2196/52483 · Cited by 92 · see citing works
“Students can leverage ChatGPT to brainstorm potential solutions, collect relevant research, or validate hypotheses during the problem-solving process [13].”
BackgroundRevolutionizing Medical Education: Can ChatGPT Boost Subjective Learning and Expression?
Seetharaman, R. (2023) · Journal of Medical Systems · doi:10.1007/s10916-023-01957-w · Cited by 91 · see citing works
“By using ChatGPT responsibly and in conjunction with traditional learning methods, students can benefit from its advantages while avoiding its limitations [10].”
InfluentialLi, B., Bonk, C. J., Wang, C., & Kou, X. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3386098 · Cited by 100 · see citing works
“These studies have focused on various domains within education, such as medical education [4], [20], engineering education [21], journalism and media education [22], [23], science education [24], [25], and language education [18], [26], [27].”
BackgroundTriola, M. M., & Rodman, A. (2025) · Academic Medicine · doi:10.1097/acm.0000000000005963 · Cited by 92 · see citing works
“16,17 The newest generation of medical students is conversant in GAI because they have used GAI tools routinely as a part of their college education.”
Advancements in artificial intelligence transforming medical education: a comprehensive overview
Khakpaki, A. (2025) · Medical Education Online · doi:10.1080/10872981.2025.2542807 · Cited by 101 · see citing works
“Rarely evaluated; potential demographic skew in training data Fatima[7], Susilo[19], González-Calatayud[28], Abd-Alrazaq[78] Outcome Measures Overuse of subjective surveys vs. objective metrics (e.g., clinical outcomes) Wen et al.[18], Lee[24], Eysenbach[25], Ghorashi[34], Preiksaitis[90] Global Representation 90% fro…”
Current status of ChatGPT use in medical education: potentials, challenges, and strategies
Xu, T., Weng, H., Liu, F., Yang, L., Luo, Y., Ding, Z., & Wang, Q. (2024) · Journal of Medical Internet Research · doi:10.2196/57896 · Cited by 84 · see citing works
“On one hand, it assists students in comprehensively exploring research literature, gaining a preliminary understanding of current research trends [13].”
InfluentialPerformance of ChatGPT on the Peruvian National Licensing Medical Examination: Cross-Sectional Study
Flores-Cohaila, J. A., García-Vicente, A., Vizcarra-Jiménez, S. F., la Cruz-Galán, J. P. D., Gutierrez-Arratia, J. D., Torres, B. G. Q., & Taype-Rondán, Á. (2023) · JMIR Medical Education · doi:10.2196/48039 · Cited by 83 · see citing works
“Even with recent communications from different organizations and authors on the potential of ChatGPT to improve accessibility to high-quality education [4], including medical education [5-7], more research is required on the performance of ChatGPT on the national licensing medical examination (NLME) from low-income co…”
Duan, S., Liu, C., Rong, T., Zhao, Y., & Liu, B. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07177-9 · Cited by 85 · see citing works
Challenge, integration, and change: ChatGPT and future anatomical education
Leng, L. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2304973 · Cited by 82 · see citing works
“Students can further check the gaps and make up for the learning process according to their own answers [10,11].”
BackgroundKıyak, Y. S., Çoşkun, Ö., Budakoğlu, I. İ., & Uluoğlu, C. (2024) · European Journal of Clinical Pharmacology · doi:10.1007/s00228-024-03649-x · Cited by 81 · see citing works
“Given that ChatGPT has exhibited academic hallucinations [2] and made inaccurate claims, such as asserting that “the human heart only has two chambers” [26], a thorough evaluation is necessary.”
Yan, D., & Zhang, S. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03543-y · Cited by 90 · see citing works
“However, for ChatGPT as an AWCF provider, technological competence should be included as a major aspect of individual competence since the interaction with ChatGPT, via iteratively prompt writing and amendments, calls for a higher level of digital literacy (Lee 2023; Naamati-Schneider and Alt 2024).”
The Potential Applications and Challenges of ChatGPT in the Medical Field
Mu, Y.-L., & He, D. (2024) · International Journal of General Medicine · doi:10.2147/ijgm.s456659 · Cited by 67 · see citing works
Choi, G. W., Kim, S. H., Lee, D., & Moon, J. (2024) · TechTrends · doi:10.1007/s11528-024-00967-w · Cited by 105 · see citing works
“Preliminary reviews have suggested that ChatGPT can dynamically generate content and provide personalized learning experiences with reciprocal interactions (Farrokhnia et al., 2023; Lee, 2023; Tlili et al., 2023).”
Uribe, S. E., Maldupa, I., Kavadella, A., El Tantawi, M., Chaurasia, A., Fontana, M., Marino, R., Innes, N., & Schwendicke, F. (2024) · European Journal of Dental Education · doi:10.1111/eje.13009 · Cited by 77 · see citing works
“This aligns with the growing adoption of AI in education, 3 hinting at a need for further training–particularly as half of the respondents rated their AI knowledge as mediocre or low.”
BackgroundMethodMedical education and physician training in the era of artificial intelligence
Xu, Y., Jiang, Z., Ting, D. S. W., Kow, A. W. C., Bello, F., Car, J., Tham, Y.-C., & Wong, T. Y. (2024) · Singapore Medical Journal · doi:10.4103/singaporemedj.smj-2023-203 · Cited by 76 · see citing works
Integrating ChatGPT in Orthopedic Education for Medical Undergraduates: Randomized Controlled Trial
Gan, W., Ouyang, J., Li, H., Xue, Z., Zhang, Y., Dong, Q., Huang, J., Zheng, X., & Zhang, Y. (2024) · Journal of Medical Internet Research · doi:10.2196/57037 · Cited by 73 · see citing works
“Although many academics believe that it is a double-edged sword to use ChatGPT as an auxiliary instrument in medical education [20-22], the development and promotion of ChatGPT will undoubtedly fuel the innovation of medical education [23,24].”
Shen, M., Shen, Y., Liu, F., & Jin, J. (2025) · BMC Nursing · doi:10.1186/s12912-025-03115-8 · Cited by 76 · see citing works
“GenAI tools, such as ChatGPT, have demonstrated substantial potential in medical education [3–4].”
Pręgowska, A., Osial, M. E., & Gajda, A. (2023) · Metaverse Basic and Applied Research · doi:10.56294/mr202457 · Cited by 72 · see citing works
Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2319184 · Cited by 95 · see citing works
“These include ChatGPT’s utilisation in general education (Kasneci et al., 2023), although most of the ongoing research has been conducted in the medical education context (Arif et al., 2023; Lee, 2023).”
Students' reflections on their experience with <scp>ChatGPT</scp>
Šedlbauer, J., Činčera, J., Slavík, M., & Hartlová, A. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12967 · Cited by 71 · see citing works
Reliability of ChatGPT in automated essay scoring for dental undergraduate examinations
Quah, B., Zheng, L., Sng, T. J. H., Yong, C. W., & Islam, I. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05881-6 · Cited by 81 · see citing works
“Furthermore, if LLMs like ChatGPT were to be used for grading examinations in the future, issues revolving around fairness and transparency of the grading process need to be resolved [46].”
Sabri, H., Saleh, M. H. A., Hazrati, P., Merchant, K., Misch, J., Kumar, P. S., Wang, H., & Barootchi, S. (2025) · Journal of Periodontal Research · doi:10.1111/jre.13323 · Cited by 71 · see citing works
“9,10 13 Concerns like this are especially relevant to healthcare academia, where AI-based training and testing curricula are being developed.”
Kong, S. C., Lee, J. C., & Tsang, O. (2024) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2024.19030 · Cited by 97 · see citing works
“It should be embedded with elements of the authoring cycle that informs the writing process and involves connections with the students’ experiences as well as investigation through writing (Kong & Lee, 2023; Short, 2009).”
BackgroundCan deepseek and ChatGPT be used in the diagnosis of oral pathologies?
Kaygisiz, Ö. F., & Teke, M. T. (2025) · BMC Oral Health · doi:10.1186/s12903-025-06034-x · Cited by 65 · see citing works
Sumbal, A., Sumbal, R., & Amir, A. (2024) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205241238641 · Cited by 63 · see citing works
Coşkun, Ö., Kıyak, Y. S., & Budakoğlu, I. İ. (2025) · Medical Teacher · doi:10.1080/0142159x.2024.2327477 · Cited by 64 · see citing works
“There is always a risk that some generated vignettes or questions may contain inac-curacies or biases that could lead to incorrect or misleading information being presented to students, as once ChatGPT claimed that “ the human heart only has two chambers ” (Lee 2023).”
The role of agentic artificial intelligence in healthcare: a scoping review
Collaço, B. G., Haider, S. A., Prabha, S., Gomez-Cabello, C. A., Genovese, A., Wood, N. G., Bagaria, S. P., Gopala, N., Tao, C., & Forte, A. J. (2026) · npj Digital Medicine · doi:10.1038/s41746-026-02517-5 · Cited by 79 · see citing works
ChatGPT as a tool for medical education and clinical decision-making on the wards: Case study
Skryd, A., & Lawrence, K. (2024) · JMIR Formative Research · doi:10.2196/51346 · Cited by 63 · see citing works
“This dialogue can be personalized to the level of the learner and leveraged to answer clinical questions, provide differential diagnoses, generate resources, and facilitate the assimilation of complex medical concepts [3].”
BackgroundA bibliometric analysis of generative AI in education: current status and development
Liu, J., Wang, C., Liu, Z., Gao, M., Xu, Y., Chen, J., & Cheng, Y. (2024) · Asia Pacific Journal of Education · doi:10.1080/02188791.2024.2305170 · Cited by 74 · see citing works
“Such models facilitate natural, fluid interactions, offering bespoke educational support and enabling students to have engaging, lifelike conversations with AI (Jeon & Lee, 2023).”
BackgroundInteligencia artificial generativa y educación
García‐Peñalvo, F. J. (2024) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.31942 · Cited by 128 · see citing works
The Intersection of ChatGPT, Clinical Medicine, and Medical Education
Wong, R. S.-Y., Ming, L. C., & Ali, R. A. R. (2023) · JMIR Medical Education · doi:10.2196/47274 · Cited by 60 · see citing works
“Currently, numerous reviews on the use of generative language model in the field of clinical medicine have been reported, but mainly in the context of academic writing [6] and medical education [7].”
BackgroundAbujaber, A. A., Abd-alrazaq, A., Al-Qudimat, A. R., & Nashwan, A. J. (2023) · Cureus · doi:10.7759/cureus.48643 · Cited by 91 · see citing works
Torres-Zegarra, B. C., Rios-García, W., Ñaña-Cordova, A. M., Arteaga-Cisneros, K. F., Benavente-Chalco, X. C., Bustamante-Ordoñez, M. A., Rios, C. J. G., Godoy, C. A. R., Quezada, K. L. T. P., Gutierrez-Arratia, J. D., et al. (2023) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2023.20.30 · Cited by 58 · see citing works
“This shows the feasibility of their use in the teaching and learning process for medical education, a field not yet explored in the literature but suggested in a previous report [12].”
BackgroundRedefining creative education: a case study analysis of AI in design courses
Zailuddin, M. F. N. O., Harun, N. A. N., Rahim, H. A. A., Kamaruzaman, A. F., Berahim, H., Harun, M. H., & Ibrahim, Y. (2024) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-01-2024-0019 · Cited by 58 · see citing works
ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study
Arun, G., Perumal, V., Urias, F. P. J. B., Ler, Y. E., Tan, B. W. T., Vallabhajosyula, R., Tan, E., Ng, O., Ng, K. B., & Mogali, S. R. (2024) · Anatomical Sciences Education · doi:10.1002/ase.2502 · Cited by 68 · see citing works
“Many educators, including those in healthcare education, 29–31 have since explored their usability in teaching and learning.”
Artificial General Intelligence for Medical Imaging Analysis
Li, X., Zhao, L., Zhang, L., Wu, Z., Liu, Z., Jiang, H., Cao, C., Xu, S., Li, Y., Dai, H., et al. (2024) · IEEE Reviews in Biomedical Engineering · doi:10.1109/rbme.2024.3493775 · Cited by 68 · see citing works
Ajlouni, A. O., Almahaireh, A. S., & Whaba, F. A.-A. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i20.42075 · Cited by 57 · see citing works
Ngo, T. T. A., Tran, T. T., An, G. K., & Nguyen, P. T. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3383773 · Cited by 56 · see citing works
“Several studies by Sok [30] and Lee [31] have provided evidence of ChatGPT’s significant impact on education.”
BackgroundLarge Language Models in Biomedical and Health Informatics: A Review with Bibliometric Analysis
Yu, H., Fan, L., Li, L., Zhou, J., Ma, Z., Xian, L., Hua, W., He, S., Jin, M., Zhang, Y., et al. (2024) · Journal of Healthcare Informatics Research · doi:10.1007/s41666-024-00171-8 · Cited by 69 · see citing works
Durmuş Sarıkahya, S., Özbay, Ö., Torpuş, K., Usta, G., & Çınar Özbay, S. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106755 · Cited by 60 · see citing works
Getenet, S. T. (2024) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/14141 · Cited by 55 · see citing works
“Furthermore, the potential overreliance on AI-based systems, including ChatGPT in problem-solving, can also negatively affect children ’ s critical thinking and problem-solving skills (Lee, 2023).”
Capability of GPT-4V(ision) in the Japanese National Medical Licensing Examination: Evaluation Study
Nakao, T., Miki, S., Nakamura, Y., Kikuchi, T., Nomura, Y., Hanaoka, S., Yoshikawa, T., & Abe, O. (2024) · JMIR Medical Education · doi:10.2196/54393 · Cited by 54 · see citing works
“ChatGPT may serve as a valuable teaching assistant in medical education; however, the inaccuracies in its responses are a significant concern [5,7].”
BackgroundAyub, I., Hamann, D. J., Hamann, C. R., & Davis, M. J. (2023) · Cureus · doi:10.7759/cureus.43717 · Cited by 54 · see citing works
“Chat Generative Pre-trained Transformer (ChatGPT) is a language model developed by OpenAI (San Francisco, CA, USA) that has shown promise in various natural language processing (NLP) tasks, including medical education and multiple-choice question generation [1,2].”
MethodReshaping medical education: Performance of ChatGPT on a PES medical examination
Wójcik, S., Rulkiewicz, A., Pruszczyk, P., Lisik, W., Poboży, M., & Domienik‐Karłowicz, J. (2023) · Cardiology Journal · doi:10.5603/cj.97517 · Cited by 54 · see citing works
“Chat-GPT could function as a “virtual pedagogical aide” [20], offering insights into each question, providing feedback, and elucidating concepts that students might struggle with.”
BackgroundChatGPT and Other Large Language Models in Medical Education — Scoping Literature Review
Aster, A., Laupichler, M. C., Rockwell-Kollmann, T., Masala, G., Bala, E., & Raupach, T. (2024) · Medical Science Educator · doi:10.1007/s40670-024-02206-6 · Cited by 59 · see citing works
Wang, C., Li, S., Lin, N., Zhang, X., Han, Y., Wang, X., Liu, D., Tan, X., Pu, D., Li, K., et al. (2024) · Journal of Medical Internet Research · doi:10.2196/59435 · Cited by 53 · see citing works
ChatGPT in Plastic and Reconstructive Surgery
Sharma, S. C., Ramchandani, J. P., Thakker, A., & Lahiri, A. (2023) · Indian Journal of Plastic Surgery · doi:10.1055/s-0043-1771514 · Cited by 53 · see citing works
“5,35 This can save surgical educators valuable time while still being able to deliver effective lessons.”
BackgroundRizzo, M. G., Cai, N., & Constantinescu, D. S. (2023) · Journal of Orthopaedics · doi:10.1016/j.jor.2023.11.056 · Cited by 52 · see citing works
Abi‐Rafeh, J., Xu, H. H., Kazan, R., Tevlin, R., & Furnas, H. J. (2023) · Aesthetic Surgery Journal · doi:10.1093/asj/sjad260 · Cited by 51 · see citing works
Medical students and ChatGPT: analyzing attitudes, practices, and academic perceptions
Abdelhafiz, A. S., Farghly, M. I., Sultan, E. A., Abouelmagd, M. E., Ashmawy, Y. M., & Elsebaie, E. H. (2025) · BMC Medical Education · doi:10.1186/s12909-025-06731-9 · Cited by 58 · see citing works
“Quick and easy to use, ChatGPT has emerged as a valuable tool for medical instructors, patients, students, and healthcare providers [7–9].”
Riedel, M., Kaefinger, K., Stuehrenberg, A., Ritter, V., Amann, N., Graf, A., Recker, F., Klein, E., Kiechle, M., Riedel, F., et al. (2023) · Frontiers in Medicine · doi:10.3389/fmed.2023.1296615 · Cited by 49 · see citing works
“As an interactive learning aid, AI can provide an accessible platform for reviewing and dissecting complex clinical cases and patient scenarios that medical students might not yet encounter in their training (37).”
BackgroundNia, M. F., Ahmadi, M., & Irankhah, E. (2025) · Frontiers in Dental Medicine · doi:10.3389/fdmed.2024.1456208 · Cited by 60 · see citing works
The Roles of Artificial Intelligence in Teaching Anatomy: A Systematic Review
Joseph, T. S., Gowrie, S., Montalbano, M. J., Bandelow, S., Clunes, M. T., Dumont, A. S., Iwanaga, J., Tubbs, R. S., & Loukas, M. (2025) · Clinical Anatomy · doi:10.1002/ca.24272 · Cited by 64 · see citing works
“Recent advancements, as discussed by Lee (2024), highlight ChatGPT's ability to provide personalized, real-time feedback, simplifying complex anatomical concepts based on students' pace and understanding levels.”
InfluentialEffects of AI-Based ChatGPT on Higher Education Libraries
Aithal, S., & Aithal, P. S. (2023) · International Journal of Management Technology and Social Sciences · doi:10.47992/ijmts.2581.6012.0272 · Cited by 66 · see citing works
GAIDE: A Framework for Using Generative AI to Assist in Course Content Development
Dickey, E., & Bejarano, A. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893132 · Cited by 49 · see citing works
“While experts can harness the power of GenAI effectively, non-experts (such as students) face distinct challenges [19].”
Choi, W. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04832-x · Cited by 48 · see citing works
“AI-powered systems can provide timely and immediate feedback, tailored recommendations, and interactive and engaging learning activities [26, 36, 38].”
Background
- Authors
- Lee, H.
- Affiliations
- Keimyung University (KR)
- Corresponding author
- Lee, Hyunsu
- ORCID
- Lee, Hyunsu
- Venue
- Anatomical Sciences Education
- Publisher
- Wiley
- Published
- 2023-03-28
- Volume
- 17
- Issue
- 5
- Pages
- 926-931
- ISSN
- 1935-9772 (ISSN-L)
- 1935-9780
- OpenAlex
- W4324130227
- Cited by
- 596
- References
- 21
- Citations by year
- 2026: 83 · 2025: 177 · 2024: 235 · 2023: 100 · 2013: 1
- FWCI
- 23.42
- Type
- journal article
- Language
- en
- Update notices
- correction (2024-08-01)
- Open access
- bronze
- doi.org
- Locations
- Anatomical Sciences Education (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- ChatGPT, large language models, artificial intelligence in medical education, virtual teaching assistants, student engagement, ethical issues of AI, curriculum development, assessment methods, interactive simulation
- MeSH terms
- Anatomy, Artificial Intelligence, Computer-Assisted Instruction, Curriculum, Education, Medical, Humans, Learning, Students, Medical
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