Summary of Potential Applications of ChatGPT in Nuclear Medicine Student Education, with Evaluation of That Capability Against Findings of This Investigation
| ChatGPT capability | Evidence | Comment |
|---|---|---|
| Language assistant | ✔ | Is useful to develop language skills when English is second language |
| Accessibility | ✔ | Is useful for supportive technology |
| Generation of lecture notes | ? | Could fill gaps but requires confidence in accuracy and currency of content |
| Interactive learning | ? | Requires confidence in accuracy and currency of content |
| Personalized learning | ? | Is useful perhaps for first-year students performing at lower level but not for advanced students |
| Group collaboration | ? | Is useful perhaps for first-year students but lacks insights and depth to facilitate meaningful discussion |
| Feedback | ? | Requires confidence in accuracy and currency of content |
| Question answering | ? | Requires confidence in accuracy and currency of content |
| Question creation | ? | Requires confidence in accuracy and currency of content |
| Suggestion of group discussion topics | ? | Requires confidence in accuracy and currency of content |
| Provision of case studies | ? | Is useful perhaps for basic studies but not for novel, complex, or new applications or old applications with refined approaches |
| Independent learning | × | Lacks currency, depth of insight, and accuracy of information to benefit students |
| Assignment help | × | Provides writing that is inadequate, research that is shallow, and information that is not current or accurate |
| Information and resources | × | Provides research that is shallow and information that is not current or accurate |
| Writing assistance | × | Lacks professionalism, does not target audience, and ignores important writing conventions (e.g., referencing) |
✔ = applications our evidence supports; × = applications for which evidence suggests no role; ? = applications for which evidence suggests limited role.