Reconfiguring tutor–peer roles to foster critical thinking in medical PBL assisted by tutor‐managed chatGPT.
Background: Critical thinking skills (CTS) are essential in medical education. Problem‐based learning (PBL) effectively develops CTS, with generative AI (e.g., ChatGPT) offering enhancement potential. Objectives: This study investigates how a tutor‐managed ChatGPT‐PBL model: (1) reconfigures tutor/p...
| Publicado en: | Medical Education Vol. 60; no. 8; pp. 894 - 908 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195217989&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195217989 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Aug2026 vid: 60 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 195217989 189587894 195217989 195217989 10.1111/medu.70100 195217989 ppf: 894 ppct: 14 formats: tig: atl: Reconfiguring tutor–peer roles to foster critical thinking in medical PBL assisted by tutor‐managed chatGPT. aug: au: Wang, Rong Liu, Chuanyong Yi, Fan affil: Department of Physiology and Pathophysiology, School of Basic Medical Sciences, Shandong University, Jinan, China sug: subj: Problem-Based Learning Education Artificial Intelligence, Generative Utilization Critical Thinking Peer Group Mentorship Education, Medical Professional Role Interpersonal Relations Models, Educational Human Male Female China Comparative Studies Correlational Studies Analysis of Covariance Quasi-Experimental Studies Scales Mann-Whitney U Test Spearman's Rank Correlation Coefficient Chi Square Test Post Hoc Analysis Confidence Intervals Data Analysis Software Descriptive Statistics Regression Students, Medical Male Female ab: Background: Critical thinking skills (CTS) are essential in medical education. Problem‐based learning (PBL) effectively develops CTS, with generative AI (e.g., ChatGPT) offering enhancement potential. Objectives: This study investigates how a tutor‐managed ChatGPT‐PBL model: (1) reconfigures tutor/peer roles and CTS compared to traditional PBL; (2) establishes predictive relationships between tutor/peer roles and CTS and (3) confirms optimal operational parameters for tutor‐managed ChatGPT to enhance CTS. Methods: A quasi‐experimental study assigned 170 medical students to either a ChatGPT‐PBL or a traditional PBL group. Data from a 31‐item survey assessing tutor and peer roles and CTS, along with learning logs and tutor observations for 36 participants, recorded AI engagement metrics (e.g., query frequency, multi‐source validation, comparative questioning). The intervention used a pre‐defined "3–2‐60 Rule" (≥3 queries/session, ≥2 authoritative sources/claim, >60% comparative framing), derived from existing literature, to guide ChatGPT engagement. Interrelationships were examined. Results: ChatGPT‐PBL improved CTS outcomes, enhancing tutor‐guided constructive/self‐directed/contextual/collaborative learning and peer‐driven information processing/communication/critical analysis. Regression identified collaborative learning and information processing as CTS predictors in both approaches, but ChatGPT shifted their influence: collaborative learning's role decreased while information processing's increased. High adherence to the "3–2‐60 Rule" correlated with CTS gains, with high‐engagement groups (>3 queries, ≥2 sources, comparative framing) outperforming peers. Conclusions: Tutor‐managed ChatGPT reconfigures tutor/peer roles in PBL to enhance CTS development. Structured peer‐ChatGPT‐tutor interactions (following the 3–2‐60 rule) contributed to enhancing CTS. Given ChatGPT's socioemotional limitations, future implementations should embed adversarial ChatGPT tasks and ethical transparency protocols. ChatGPT in Problem‐Based Learning (PBL) significantly improved medical students' critical thinking skills demonstrating how students may use it for strongest gains. #MedEd pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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