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Effectiveness of Osteopathic Tenet Integration into Basic Science Learning Objectives Using Generative Artificial Intelligence
Harp, E. [2]
Hughes, G. [1]

Journal: Journal of Osteopathic Medicine Date: 2023/12, 123(12):Pages: A10-A12. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2023-2000/html)

Keywords:

AI [1511]
artifical intelligence [2]
cross sectional study [597]
curriculum [229]
medical students [402]
osteopathic medicine [1540]
osteopathic principles [62]
USA [1086]

Abstract:

Statement of Significance: Even with supportive efficacy, integration of osteopathy principles into basic science curriculum remains a challenge. It is, however, essential to a distinctive identity. Contributors include decreased contact hours, traditional separation from clinical education, presence of single accreditation of graduate programs, and education from either allopathic physicians or those otherwise not trained in the osteopathic tradition. Few studies provide strategies to specifically address this challenge. To assess student responses to the embedding of osteopathic medicine tenets into basic science learning objectives encountered in the first two years of an osteopathic medical curriculum. The authenticity of machine generated content is additionally assessed. A generalizable goal is to explore the potential use of artificial intelligence platforms to aid educators in adding osteopathic principles to their curricular content. Research Methods: Learning objectives from two foundational systems course events were entered into the open access artificial intelligence platform ChatGTP (GTP-3) preceded with a query to “integrate the osteopathic tenets into these learning objectives”. Events included a first year completed course and a second-year course yet to be studied, the goal being to evaluate for potential difference between prospective versus retrospective learning. Learning objectives with and without embedded osteopathic tenets became part of 2 surveys representing the different course events used to assess the effectiveness of the integrated osteopathic tenets. Effectiveness was measured by student reactions to statements covering 4 domains of osteopathic education including correlation of structure and function, integration of osteopathic principles into learning strategy, whole person patient approach and viewing overall health on a spectrum of wellness to dysfunction. Chosen domains represent a combination of the primary author’s experience as an osteopathic physician educator and published goals of education in the osteopathic tradition. A final question measured student impression of the authenticity of the machine-generated learning objectives. Survey was offered to 50 summer research students currently enrolled in the Doctor of Osteopathic Medicine program. Participating students were involved in psychological, biomedical science or evidence-based literature study with none specifically working on osteopathy-related projects. All students had recently completed year 1 of the osteopathic medicine curriculum. After a brief oral presentation, students were randomly provided 1 of the 2 surveys to be completed anonymously and independently. Social and academic desirability was minimized by optimizing anonymity. Both surveys included the same Likert scale questions to measure student impressions. Returned paper surveys were manually separated into the 2 groups, transcribed, and analyzed using Excel. Data Analysis: A total of 31 of 50 (n=31) surveys were returned completed (62% response). 5-point Likert scale median response to all statements was positive (4/5) with the mean showing slightly positive (3.45/5). Median response for the prospective course was positive regarding the four osteopathic domains (4/5) and for authenticity of the machine-generated content (4/5), while the mean responses were slightly positive for both, (3.6/5) and (3.29/5) respectively. Median response for the retrospective course was neutral (3/5) regarding the four osteopathic domains and positive (4/5) for authenticity of the machine-generated content, while the mean responses were slightly positive (3.39/5) and just below neutral (2.93/5) respectively. Responses ranged from 1-5 for all questions. Individual mean responses for all questions were higher in the prospective learning group with the difference being significant by paired t-test (p = 0.0418). Highest mean positive response for both groups was to the statement regarding augmented integration of osteopathic principles into learning strategies and lowest for authenticity of the machine-generated content. Conclusion: Student response to seeing osteopathic tenets integrated into basic learning objectives was mostly neutral to positive. Findings support the most benefit may be in enhancing the ability to integrate osteopathic principles into a learning strategy. Higher positive responses were observed in students seeing the osteopathic tenets embedded into learning objectives for content that had yet to be studied over that previously studied. The findings support value in providing an example of osteopathic principle integration as a context for prospective learning in the basic sciences. The findings are limited by small sample size (19% of a typical medical student class, 31 of 165), inherent limitations of Likert-type scales including averages being less meaningful with limited response options, and homogeneity of subjects (forthcoming second-year students involved in research). The latter, however, provided an opportunity for controlled comparison. Artificial intelligence platforms provide an available resource for educators in an osteopathic medical curriculum to incorporate osteopathic philosophy. The authenticity and ethics of such use continues to be a point of emerging discussion.

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