Application of a PBL-ChatGPT combined package in teaching film-reading for laboratory medicine residents
Abstract
Teaching film-reading is the most basic clinical teaching activity in the standardized residency training of laboratory medicine department. How to integrate theoretical knowledge with clinical cases and imaging data in a resident-centered manner remains a challenge. Problem-based learning (PBL) is a student-centered teaching method that fosters critical thinking and problem-solving skills. Considering that artificial intelligence technology has a wide range of application prospects in the field of medical education, we introduced a combined pedagogical package of PBL and ChatGPT in teaching film-reading. The aim of the study was to measure the effectiveness of the PBL-ChatGPT combined package in teaching film-reading for laboratory medicine residents in comparison with traditional teaching. Residents were randomly assigned to receive either the PBL-ChatGPT combined package (hereafter referred to as the PBL-ChatGPT group) or traditional teaching (traditional group). After each course, the members of each group were required to complete in-class quizzes and a standardized film-reading assessment form for residency training. Residents’ acceptance and satisfaction with the combined package were evaluated through a survey. Both the theoretical and film-reading examination scores were significantly higher in the PBL-ChatGPT group than in the traditional group (both P < 0.001), with large effect sizes (rank-biserial correlation 0.72 and 0.65, respectively). On the standardized film-reading assessment form, the PBL-ChatGPT group scored significantly higher in the preparation, methodology and overall evaluation domains (all P < 0.001, below the Bonferroni-corrected threshold of 0.0125 applied across the four pre-specified domains) and in the total score ( P < 0.001), whereas no significant difference was detected in the process domain ( P = 0.121). Residents’ feedback on the combined package was highly positive. The study indicates that the PBL-ChatGPT combined package holds significant potential as an innovative model for teaching film-reading to laboratory medicine residents.
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BibTeX
@article{feng2026application,
title = {{Application of a PBL-ChatGPT combined package in teaching film-reading for laboratory medicine residents}},
author = {Sisi Feng and Baiyun Zhong},
journal = {Scientific Reports},
year = {2026},
month = oct,
doi = {10.1038/s41598-026-73717-y},
url = {https://www.nature.com/articles/s41598-026-73717-y},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Application of a PBL-ChatGPT combined package in teaching film-reading for laboratory medicine residents
AU - Sisi Feng
AU - Baiyun Zhong
PY - 2026
DA - 2026/10/01
JO - Scientific Reports
DO - 10.1038/s41598-026-73717-y
UR - https://www.nature.com/articles/s41598-026-73717-y
AB - Teaching film-reading is the most basic clinical teaching activity in the standardized residency training of laboratory medicine department. How to integrate theoretical knowledge with clinical cases and imaging data in a resident-centered manner remains a challenge. Problem-based learning (PBL) is a student-centered teaching method that fosters critical thinking and problem-solving skills. Considering that artificial intelligence technology has a wide range of application prospects in the field of medical education, we introduced a combined pedagogical package of PBL and ChatGPT in teaching film-reading. The aim of the study was to measure the effectiveness of the PBL-ChatGPT combined package in teaching film-reading for laboratory medicine residents in comparison with traditional teaching. Residents were randomly assigned to receive either the PBL-ChatGPT combined package (hereafter referred to as the PBL-ChatGPT group) or traditional teaching (traditional group). After each course, the members of each group were required to complete in-class quizzes and a standardized film-reading assessment form for residency training. Residents’ acceptance and satisfaction with the combined package were evaluated through a survey. Both the theoretical and film-reading examination scores were significantly higher in the PBL-ChatGPT group than in the traditional group (both P < 0.001), with large effect sizes (rank-biserial correlation 0.72 and 0.65, respectively). On the standardized film-reading assessment form, the PBL-ChatGPT group scored significantly higher in the preparation, methodology and overall evaluation domains (all P < 0.001, below the Bonferroni-corrected threshold of 0.0125 applied across the four pre-specified domains) and in the total score ( P < 0.001), whereas no significant difference was detected in the process domain ( P = 0.121). Residents’ feedback on the combined package was highly positive. The study indicates that the PBL-ChatGPT combined package holds significant potential as an innovative model for teaching film-reading to laboratory medicine residents.
SN - 2045-2322
ER -