Yapay Zekânın Gelecekte Anatomi Eğitimindeki Etkinliği: ChatGPT-4o ile Bir Fikir Düellosu

Abstract

Bu çalışma, GPT-4o'nun anatomi eğitimindeki etkinliğini, güvenilirliğini ve yeterliliğini değerlendirmeyi ve yapay zeka (YZ)'nın tıp öğrencileri için öğrenmeyi nasıl daha erişilebilir ve akılda kalıcı hale getirebileceğini araştırırken, eğitimde kullanımıyla ilişkili zorluklardan bazılarını da ele almayı amaçlamaktadır. GPT-4o, dört aşamada değerlendirme sağlayan adım adım bir metodoloji kullanılarak incelenmiştir: anatomik bilginin doğruluğu, ders tasarımı, öğrencinin öğrenimine desteği ve anatomi eğitimi üzerindeki etkisi. Yanıtlar, yazar ve iki anatomi profesörü tarafından doğruluk açısından analiz edildi. GPT-4o'nun anatomi eğitimindeki etkinliğinin değerlendirilmesi, ChatGPT'nin doğru ve konu ile ilgili anatomik bilgi üretme, yapılandırılmış öğrenme çıktıları tasarlama ve kapsamlı eğitim materyalleri oluşturma yeteneğini ortaya koymuştur. YZ modelinin, standart müfredat içeriği ile uyumlu çeşitli değerlendirmeler, çoktan seçmeli ve boşluk doldurma soruları üretmede başarılı olduğu görüldü. GPT-4o, öğrenci öğrenimini güçlü bir şekilde desteklese de karmaşık anatomik yapılar için yüksek kalitede görsel içerik oluşturmada kısıtlılıkları olduğu tespit edildi. ChatGPT, soru oluşturma, konuyu açıklama ve çalışma stratejileri sunma gibi etkileşimli ve kişiselleştirilmiş öğrenme deneyimleri sunarken, anatomik görsellerin eksikliği, değişken doğruluk oranı ve belirsiz girdilere bağımlılık gibi sınırlamaları önemli birer engel olarak karşımıza çıkmaktadır. Bu zorluklara rağmen, ChatGPT-4o, derse katılımı artırma, konuyu anlamayı arttırma ve kendi kendine öğrenmeyi destekleme konusunda umut vaat etmektedir.

Keywords

• ChatGPT
• Yapay Zeka
• Büyük Dil Modelleri
• Gelecekte Anatomi Eğitimi
• Anatomi Öğrenme Teknikleri

The Efficacy of Artificial Intelligence in Future Anatomy Education: A Duel of Ideas with ChatGPT-4o

Abstract

This study aims to assess the effectiveness, reliability, and proficiency of GPT-4o in anatomy education and to explore how artificial intelligence (AI) can make learning more accessible and memorable for medical students, while also addressing some of the challenges associated with its use in education. A step-by-step methodology was employed, evaluating GPT-4o across four stages: anatomical knowledge accuracy, course design, student support, and its impact on anatomy education. Responses were analyzed for accuracy by the author and two anatomy professors. The evaluation of GPT-4o's effectiveness in anatomy education revealed its ability to generate accurate and relevant anatomical knowledge, design structured learning outcomes, and create comprehensive educational materials. The AI model successfully produced various assessments, including multiple-choice and fill-in-the-blank questions, which were well-aligned with standard curriculum content. While GPT-4o demonstrated strong proficiency in student support, its limitations in generating high-quality visual content for complex anatomical structures were noted. While ChatGPT offers interactive and personalized learning experiences, including the generation of questions, explanations, and study strategies, limitations such as the lack of anatomical visuals, varying accuracy, and dependency on unclear inputs remain significant. Despite these challenges, ChatGPT-4o demonstrates promise in enhancing engagement, improving understanding, and supporting self-learning.

Keywords

• ChatGPT
• Artificial Intelligence
• Large Language Models
• Future Anatomy Education
• Anatomy Learning Technique

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