(127) Student Perceptions of Generative Artificial Intelligence in Didactic Patient Presentations

Objective : To evaluate the impact of utilizing Chat-Generative Pre-trained Transformer (ChatGPT) to assist in the development of patient presentations on student perceptions, confidence, time spent, and utilization of ChaGPT within pharmacy curricula.

Methods: Students were given the opportunity to utilize ChatGPT to help organize information included within verbal patient presentations prior to creating video recordings. Following completion of the assignment, students in the second (P2) and third year (P3) pharmacy curriculum completed surveys evaluating their perceptions of ChatGPT when creating patient presentations.

Results: Surveys were submitted by 51 P2 students and 48 P3 students. No difference was found between P2 and P3 year cohorts with respect to perceptions of utilizing ChatGPT in patient presentations with the exception of confidence related to ability to succinctly present an assessment and plan, and ability to address patient needs and concerns. Overall, 25/42 (59.5%) P2 and 29/41 (70.7%) P3 respondents felt ChatGPT improved their ability to communicate information, while 24/42 (57.1%) P2 and 29/41 (70.7%) P3 respondents felt they had improved organization. When asked if ChatGPT should be included within the pharmacy program to assist in the development of presentations, 23/39 (59%) P2s and 26/38 (68.4%) P3s felt use should be incorporated. P2 students spent significantly more time creating their presentations when compared to P3 students. However, 25/46 (54.3%) of P2 students and 26/41 (63.4%) of P3 students completing the survey indicated that using ChatGPT saved time when completing the presentations.

Conclusions: Students perceived the use of ChatGPT in patient presentations to positively impact their ability to communicate effectively, organize information, and increase confidence in presenting information without increasing overall time spent.