Can artificial intelligence accurately detect and summarize anatomy education literature? A comparative analysis of ChatGPT and ScholarGPT.
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| Titel: | Can artificial intelligence accurately detect and summarize anatomy education literature? A comparative analysis of ChatGPT and ScholarGPT. |
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| Autoren: | Chytas D; Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, 20, Plateon Str., 23100 Sparta, Greece; European University of Cyprus, Engomi, Nicosia, Cyprus. Electronic address: dimitrioschytas@gmail.com., Kanakaris S; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece., Piagkou M; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece., Chryssanthou I; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece., Vasiliadis AV; Department of Orthopaedic Surgery, St. Luke's Hospital, Panorama, Thessaloniki, Greece., Natsis K; Department of Anatomy and Surgical Anatomy, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece. |
| Quelle: | Morphologie : bulletin de l'Association des anatomistes [Morphologie] 2025 Dec; Vol. 109 (367), pp. 101061. Date of Electronic Publication: 2025 Aug 12. |
| Publikationsart: | Journal Article; Comparative Study |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: Elsevier Masson Country of Publication: France NLM ID: 9814314 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1286-0115 (Print) Linking ISSN: 12860115 NLM ISO Abbreviation: Morphologie Subsets: MEDLINE |
| Imprint Name(s): | Publication: Original Publication: Vandoeuvre-lès-Nancy [France] : l'Association des anatomistes, 1997- |
| MeSH-Schlagworte: | Anatomy*/education , Artificial Intelligence*, Humans ; Virtual Reality ; Generative Artificial Intelligence |
| Abstract: | Competing Interests: Disclosure of interest The authors declare that they have no competing interest. Purpose: Artificial intelligence platforms have been suggested as tools that can facilitate anatomy teachers' work and students' learning process. We aimed to investigate the ability of ChatGPT to detect and summarize studies of the anatomy education literature compared to ScholarGPT, a version of ChatGPT specified in academic research. Secondly, we aimed to explore if the ability of each platform is influenced by the level of queries complexity. Methods: We asked the two platforms to list five studies about each of the following three topics: (1) use of virtual reality in anatomy education, (2) use of stereoscopic virtual reality in anatomy education, (3) use of stereoscopic virtual reality in anatomy education, involving user's interaction with the virtual environment. We assessed if the retrieved studies fulfilled the search criteria, and if their summaries were accurate (if they contained true information about all the educational results of the article's abstract). Results: The ChatGPT's percentages of successful detection were 100%, 60% and 0% respectively for the three queries. The percentages of accurate summaries were 60%, 20% and 0% respectively. ScholarGPT performed better, with a percentage of successful detection 100%, 60% and 40% respectively. The percentages of accurate summaries were 80%, 60% and 40% respectively. Both platforms showed bias in favor of the educational intervention. Conclusions: ChatGPT and ScholarGPT are not currently at an adequate level to essentially aid researchers to detect and summarize studies of the anatomy education literature. Ongoing research may increase the ability of those platforms to provide more reliable information. (Copyright © 2025 Elsevier Masson SAS. All rights reserved.) |
| Contributed Indexing: | Keywords: Anatomy; Anatomy education; Artificial intelligence; ChatGPT; ScholarGPT; Virtual reality |
| Entry Date(s): | Date Created: 20250813 Date Completed: 20251128 Latest Revision: 20251128 |
| Update Code: | 20251129 |
| DOI: | 10.1016/j.morpho.2025.101061 |
| PMID: | 40803127 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Disclosure of interest The authors declare that they have no competing interest.<br />Purpose: Artificial intelligence platforms have been suggested as tools that can facilitate anatomy teachers' work and students' learning process. We aimed to investigate the ability of ChatGPT to detect and summarize studies of the anatomy education literature compared to ScholarGPT, a version of ChatGPT specified in academic research. Secondly, we aimed to explore if the ability of each platform is influenced by the level of queries complexity.<br />Methods: We asked the two platforms to list five studies about each of the following three topics: (1) use of virtual reality in anatomy education, (2) use of stereoscopic virtual reality in anatomy education, (3) use of stereoscopic virtual reality in anatomy education, involving user's interaction with the virtual environment. We assessed if the retrieved studies fulfilled the search criteria, and if their summaries were accurate (if they contained true information about all the educational results of the article's abstract).<br />Results: The ChatGPT's percentages of successful detection were 100%, 60% and 0% respectively for the three queries. The percentages of accurate summaries were 60%, 20% and 0% respectively. ScholarGPT performed better, with a percentage of successful detection 100%, 60% and 40% respectively. The percentages of accurate summaries were 80%, 60% and 40% respectively. Both platforms showed bias in favor of the educational intervention.<br />Conclusions: ChatGPT and ScholarGPT are not currently at an adequate level to essentially aid researchers to detect and summarize studies of the anatomy education literature. Ongoing research may increase the ability of those platforms to provide more reliable information.<br /> (Copyright © 2025 Elsevier Masson SAS. All rights reserved.) |
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| ISSN: | 1286-0115 |
| DOI: | 10.1016/j.morpho.2025.101061 |