ChatGPT as a life coach for professional identity formation in medical education: A self-regulated learning perspective

Professional Identity Formation (PIF) is considered a crucial process in medical education. It involves how medical students identify their role as physicians, discover their professional positioning, and gradually develop their professional identity through social interactions. This qualitative des...

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Vydáno v:	Educational Technology ＆ Society Ročník 27; číslo 3; s. 374 - 389
Hlavní autoři:	Huang, Hsin, Lin, Hui-Chen
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	International Forum of Educational Technology ＆ Society 01.07.2024 International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan International Forum of Educational Technology & Society
Témata:	artificial intelligence-generated content Generative artificial intelligence in education: Theories, technologies, and application Learning strategies Medical students professional identity formation self-regulated learning Technology application Taiwan Medical students Self-regulated learning Artificial intelligence-generated content Professional identity formation
ISSN:	1176-3647, 1436-4522, 1436-4522
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Popis
Shrnutí:	Professional Identity Formation (PIF) is considered a crucial process in medical education. It involves how medical students identify their role as physicians, discover their professional positioning, and gradually develop their professional identity through social interactions. This qualitative descriptive study adopted the phenomenological method; it proposed the DSCOR (Diverse thinking, Seeking advice, Construction, Organizing and sharing, and Reflection) model based on the ChatGPT as a life coach (ChatGPT-LC) self-regulated learning (SRL) approach to design a PIF course for six medical students. Data collection included digital storytelling created using AI-generated techniques, learning sheets, direct observations, reflective feedback forms, and semi-structured interviews. The data transcription and analysis were conducted using Colaizzi's method. The results revealed three benefits of Generative AI (i.e., ChatGPT), namely ＂increasing motivation for planning PIF,＂＂strengthening the mastery of PIF,＂ and ＂broadening the perspectives of PIF.＂ Moreover, the ChatGPT-LC SRL approach had a positive influence on students, helping them understand the significance of PIF in their personal development at the early stage. The artificial intelligence-generated content provided positive guidance and supportive learning, offering specific suggestions and assistance. This brought about benefits for learning, and provided initial evidence for the application of ChatGPT-LC in medical education.
ISSN:	1176-3647 1436-4522 1436-4522
DOI:	10.30191/ETS.202407_27(3).TP03