{"title":"Short-term learning effect of ChatGPT on pharmacy students' learning","authors":"","doi":"10.1016/j.rcsop.2024.100478","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>Students in pharmacy are positive towards integrating artificial intelligence and ChatGPT into their practice. The aim of this study was to investigate the direct short-term learning effect of using Chat GPT by pharmacy students.</p></div><div><h3>Methods</h3><p>This was an experimental randomized study. Students were allocated into two groups; the intervention group (<em>n</em> = 15) used all study tools and ChatGPT, while the control group (<em>n</em> = 16) used all study tools, except ChatGPT. Differences between groups was measured by how well they performed on a knowledge test before and after a short study period.</p></div><div><h3>Results</h3><p>No significant difference was found between the intervention and control groups in level of competence in the pretest score (<em>p</em> <em>=</em> <em>0.28</em>). There was also no significant effect of using ChatGPT, with a mean adjusted difference of 0.5 points on a 12-point scale. However there was a trend towards a higher proportion of ChatGPT participants having a large (at least four point) increase in score (4 out of 15) <em>vs</em> control group (1 out of 16).</p></div><div><h3>Conclusion</h3><p>There is a potential for positive effects of ChatGPT on learning outcomes in pharmacy students, however the current study was underpowered to measure a statistically significant effect of ChatGPT on short term learning.</p></div>","PeriodicalId":73003,"journal":{"name":"Exploratory research in clinical and social pharmacy","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2667276624000751/pdfft?md5=d65bb9031080175247b69b4502982785&pid=1-s2.0-S2667276624000751-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Exploratory research in clinical and social pharmacy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2667276624000751","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PHARMACOLOGY & PHARMACY","Score":null,"Total":0}
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Abstract
Introduction
Students in pharmacy are positive towards integrating artificial intelligence and ChatGPT into their practice. The aim of this study was to investigate the direct short-term learning effect of using Chat GPT by pharmacy students.
Methods
This was an experimental randomized study. Students were allocated into two groups; the intervention group (n = 15) used all study tools and ChatGPT, while the control group (n = 16) used all study tools, except ChatGPT. Differences between groups was measured by how well they performed on a knowledge test before and after a short study period.
Results
No significant difference was found between the intervention and control groups in level of competence in the pretest score (p=0.28). There was also no significant effect of using ChatGPT, with a mean adjusted difference of 0.5 points on a 12-point scale. However there was a trend towards a higher proportion of ChatGPT participants having a large (at least four point) increase in score (4 out of 15) vs control group (1 out of 16).
Conclusion
There is a potential for positive effects of ChatGPT on learning outcomes in pharmacy students, however the current study was underpowered to measure a statistically significant effect of ChatGPT on short term learning.
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