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<p>This study evaluated a teaching approach that combines the open-source large language model (LLM) DeepSeek with problem-based learning (PBL) in a glaucoma clerkship for medical students. We conducted a randomized educational pilot study with 74 fourth-year medical students. The PBL-DeepSeek group used the DeepSeek assistant PBL teaching method, whereas the traditional group was instructed via the traditional teaching method. Both groups completed the same glaucoma course that was taught by the same instructor. Student performance was assessed through theoretical examinations and mini-clinical assessment exercises (Mini-CEX). Questionnaires were distributed to gather student feedback on the DeepSeek-assisted PBL teaching approach. Compared with the traditional group, the PBL-DeepSeek group achieved significantly higher theoretical test scores (P = 0.003). Furthermore, the PBL-DeepSeek group demonstrated notable enhancements in interrogation skills, diagnostic reasoning, and general clinical proficiency (all P values &lt; 0.05). However, the learners in the PBL-DeepSeek group expressed concerns that the advice regarding medical issues provided by artificial intelligence may not always be accurate. The DeepSeek-assisted PBL teaching model shows promise for enhancing learning outcomes, satisfaction and efficiency, suggesting that it could be used to support medical education. Future research should increase sample sizes and extend follow-up periods to validate these findings. </p>

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DeepSeek-assisted problem-based learning for glaucoma education in an undergraduate ophthalmology clerkship: a randomized educational pilot study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月16日

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  • Zheyao Gu,
  • Ting Xi,
  • Chunyuan Zhang

摘要

This study evaluated a teaching approach that combines the open-source large language model (LLM) DeepSeek with problem-based learning (PBL) in a glaucoma clerkship for medical students. We conducted a randomized educational pilot study with 74 fourth-year medical students. The PBL-DeepSeek group used the DeepSeek assistant PBL teaching method, whereas the traditional group was instructed via the traditional teaching method. Both groups completed the same glaucoma course that was taught by the same instructor. Student performance was assessed through theoretical examinations and mini-clinical assessment exercises (Mini-CEX). Questionnaires were distributed to gather student feedback on the DeepSeek-assisted PBL teaching approach. Compared with the traditional group, the PBL-DeepSeek group achieved significantly higher theoretical test scores (P = 0.003). Furthermore, the PBL-DeepSeek group demonstrated notable enhancements in interrogation skills, diagnostic reasoning, and general clinical proficiency (all P values < 0.05). However, the learners in the PBL-DeepSeek group expressed concerns that the advice regarding medical issues provided by artificial intelligence may not always be accurate. The DeepSeek-assisted PBL teaching model shows promise for enhancing learning outcomes, satisfaction and efficiency, suggesting that it could be used to support medical education. Future research should increase sample sizes and extend follow-up periods to validate these findings.