GAI问诊模型在诊断学教学中的实践探索与效果分析OA

This study aimed to evaluate the feasibility and effectiveness of replacing traditional bedside teaching(based on ward patients)with a generative artificial intelligence consultation model in Diagnostics education.A total of 73 medical students enrolled in the"3+2"assistant general practitio-ner standardized training program from the class of 2023 and 2024 at Capital Medical University Yanq-ing Teaching Hospital were selected.Students from the class of 2023 and group A of the class of 2024(n=38)served as the control group,while groups B and C of the class of 2024(n=35)constituted the experimental group.The experimental group received consultation training using a GAI(generative ar-tificial intelligence)consultation model based on Claude 2,whereas the control group underwent tradi-tional bedside teaching with ward patients.Teaching outcomes were assessed through both teachers'evaluation and students'self-evaluation.Teachers'evaluation demonstrated that the experimental group outperformed the control group in consultation procedure[(91.40±2.89)vs.(89.34±4.12)]and history-taking[(91.31±2.35)vs.(88.55±3.45)],with both differences reaching statistical significance(both P<0.05).A between-group difference was also observed in clinical reasoning[(90.34±2.21)vs.(89.29±3.30),P=0.048].Notably,the most pronounced improvement in the experimental group was found in humanistic care[(97.86±1.46)vs.(93.71±2.88),P<0.001].However,students'self-evaluation revealed no statistically significant differences between the two groups in terms of profes-sional knowledge mastery,clinical reasoning ability,or doctor-patient communication skills(all P>0.05).According to the results,the GAI consultation model based on Claude 2 effectively improved students'performance in consultation procedure standardization,history-taking completeness,and hu-manistic care practice,while also receiving higher student satisfaction.Its overall teaching effective-ness was comparable to that of traditional bedside teaching,suggesting that it can serve as a valuable supplementary tool to existing teaching resources for broader application.