Short-term learning effect of ChatGPT on pharmacy students' learning
Kristian Svendsen, Mohsen Askar, Danial Umer, Kjell H. Halvorsen
Abstract
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. 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. 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). 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. • ChatGPT has potential as an educational tool for pharmacy students. • Pharmacy students who use ChatGPT showed an improvement in test scores in an experimental study setting. • Studies that investigate the effect of ChatGPT as an educational tool on long-term learning are warranted. • Pretest scores were positively associated with improvement in test scores.