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Purpose <p>Technological evolution is radically changing medical learning models. We evaluated the learning outcomes of urological concepts using ChatGPT, traditional lecture and combined approach.</p> Methods <p>We conducted a randomized triple-blind study on 121 medical students with no previous formal curriculum in urology. Students were randomly divided into three study classes with different learning methods: ChatGPT, Lecture and ChatGPT + Lecture. The “adrenal glands” were randomly extracted as the subject of the lessons. Students were evaluated using a thirty-question test.</p> Results <p>The evaluation test median score was higher for students who underwent ChatGPT + Lecture compared with those who had only ChatGPT (10 vs. 12, <i>p</i> = 0.007). Such differences remained statistically significant also in multivariable models adjusting according to year of course, gender and previous ChatGPT experience (estimate: 2.6, p-value = 0.002). For most of the questions (about 70%), the proportion of students correctly answering was higher in the ChatGPT + Lecture learning groups than in the other groups.</p> Conclusion <p>ChatGPT loses its potential if used without a previous background. The limits of scientific reliability persist and a teacher-guided method is still essential. ChatGPT + traditional lecture gives more effective results than the single traditional lecture also allowing a better use of the chatbot.</p>

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Chatgpt vs traditional pedagogy: a comparative study in urological learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月8日

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  • Alessio Digiacomo,
  • Angelo Orsini,
  • Rossella Cicchetti,
  • Ludovica Spadano,
  • Sara De Santis,
  • Laura Di Sessa,
  • Miriana Vitale,
  • Marta Di Nicola,
  • Flavia Tamborino,
  • Martina Basconi,
  • Riccardo De Archangelis,
  • Gaetano Salzano,
  • Guglielmo Dello Stritto,
  • Peppino Lannutti,
  • Luigi Schips,
  • Michele Marchioni

摘要

Purpose

Technological evolution is radically changing medical learning models. We evaluated the learning outcomes of urological concepts using ChatGPT, traditional lecture and combined approach.

Methods

We conducted a randomized triple-blind study on 121 medical students with no previous formal curriculum in urology. Students were randomly divided into three study classes with different learning methods: ChatGPT, Lecture and ChatGPT + Lecture. The “adrenal glands” were randomly extracted as the subject of the lessons. Students were evaluated using a thirty-question test.

Results

The evaluation test median score was higher for students who underwent ChatGPT + Lecture compared with those who had only ChatGPT (10 vs. 12, p = 0.007). Such differences remained statistically significant also in multivariable models adjusting according to year of course, gender and previous ChatGPT experience (estimate: 2.6, p-value = 0.002). For most of the questions (about 70%), the proportion of students correctly answering was higher in the ChatGPT + Lecture learning groups than in the other groups.

Conclusion

ChatGPT loses its potential if used without a previous background. The limits of scientific reliability persist and a teacher-guided method is still essential. ChatGPT + traditional lecture gives more effective results than the single traditional lecture also allowing a better use of the chatbot.