When is medical education going to shift to how best to use this tool versus ignoring it and continue to mandate “least wrong” no internet multiple choice tests that ignore critical physician tools like statistics for evidenced based medicine which become our sorting hat for fields and careers? Likely never.
Have been using chat deidentified for a bit for this purpose. Last week a guy who looked well nourished came in for hemoglobin of 3.5 and vague neurological symptoms - numbness/tingling - chat told me it was most likely pernicious anemia after 15sec of putting in the intern HPI. It was. B12 in the gutter. Sure heme would have called it, sure might have got to it through up to date/usual reasoning - but it’s a disease I rarely see or can vaguely remember reading about. It simply gave it to me after putting in some basic story and bloodwork.
But to return to ebm - understanding a bad study verus a good study - chat is weaker - BUT GETTING BETTER. It used to make a poor meta-analysis study error of assuming data was of similar quality and regurge that. But it’s doing less of that.
Have been tracking its response to several questions and it can’t get lost in the weeds like we do amidst a journal club (yet).
But pathophysiologic reasoning? My god it’s amazing.
And will likely be poorly or not incorporated into medical education for decades.
Like any tool it only works nicely when deployed properly and better in the hands of someone who has experience.
This is a seismic event for internal medicine medical education. It's obvious what to do: lean in hard and use the power of ChatGPT to give residents many many many more "reps" of diagnostic reasoning challenges, benchmarking their results (and attendings') against the machine. There should be a new cottage industry that just comes up with teaching cases to feed ChatGPT. (That is, if ChatGPT can't write its own.) Then reverse engineer the answers drawing the logic tree of how it got there (differential diagnosis wise, etc).
Will educators do any of this, or circle the wagons and pretend this is just a blip? Regardless, the smart residents will be doing it themselves.
Medical education has this bad habit of always producing physicians ready to practice in the last decade. Part of it is the arrogance that persists through the curriculum, that's stuck in the past and in the mud. If a fundamental shift doesn't occur within the next decade we may see the last ever graduating class of medical students in our lifetime.
When is medical education going to shift to how best to use this tool versus ignoring it and continue to mandate “least wrong” no internet multiple choice tests that ignore critical physician tools like statistics for evidenced based medicine which become our sorting hat for fields and careers? Likely never.
Have been using chat deidentified for a bit for this purpose. Last week a guy who looked well nourished came in for hemoglobin of 3.5 and vague neurological symptoms - numbness/tingling - chat told me it was most likely pernicious anemia after 15sec of putting in the intern HPI. It was. B12 in the gutter. Sure heme would have called it, sure might have got to it through up to date/usual reasoning - but it’s a disease I rarely see or can vaguely remember reading about. It simply gave it to me after putting in some basic story and bloodwork.
But to return to ebm - understanding a bad study verus a good study - chat is weaker - BUT GETTING BETTER. It used to make a poor meta-analysis study error of assuming data was of similar quality and regurge that. But it’s doing less of that.
Have been tracking its response to several questions and it can’t get lost in the weeds like we do amidst a journal club (yet).
But pathophysiologic reasoning? My god it’s amazing.
And will likely be poorly or not incorporated into medical education for decades.
Like any tool it only works nicely when deployed properly and better in the hands of someone who has experience.
This is a seismic event for internal medicine medical education. It's obvious what to do: lean in hard and use the power of ChatGPT to give residents many many many more "reps" of diagnostic reasoning challenges, benchmarking their results (and attendings') against the machine. There should be a new cottage industry that just comes up with teaching cases to feed ChatGPT. (That is, if ChatGPT can't write its own.) Then reverse engineer the answers drawing the logic tree of how it got there (differential diagnosis wise, etc).
Will educators do any of this, or circle the wagons and pretend this is just a blip? Regardless, the smart residents will be doing it themselves.
Medical education has this bad habit of always producing physicians ready to practice in the last decade. Part of it is the arrogance that persists through the curriculum, that's stuck in the past and in the mud. If a fundamental shift doesn't occur within the next decade we may see the last ever graduating class of medical students in our lifetime.
example link is broken FYI