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Purpose: This systematic review examines the potential of ChatGPT as a tool in medical education, focusing on its role in enhancing learning experiences, student performance, and critical thinking skills. ChatGPT's integration aims to address the shortage of faculty resources and create personalized, interactive learning experiences for medical students.
Methods: Following PRISMA and AMSTAR guidelines, we conducted a systematic review across four databases (Embase, PubMed, Web of Science, Cochrane Library) up to October 2024. Data from seven studies across various medical disciplines and educational levels were included, analyzed descriptively, and evaluated for quality.
Results: Seven studies demonstrated that ChatGPT-assisted education improves academic performance, clinical skills, and SDL capabilities. Notably, students using ChatGPT showed higher scores in short-term assessments and final exams. ChatGPT 4.0, compared to version 3.5, provided enhanced case generation and communication skills training. Additionally, ChatGPT-supported learning boosted students' SDL, critical thinking, and engagement levels, while helping educators manage instructional workload.
Conclusion: This study highlights ChatGPT’s strong potential in medical education, significantly enhancing student performance, self-directed learning, and critical thinking. It underscores ChatGPT’s role in personalized learning, supporting the development of essential competencies. ChatGPT 4.0 outperforms version 3.5 with improved case generation and interactive abilities.