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Objective <p>This study aims to explore the role of ChatGPT-assisted flipped classroom (FC)s in choroidal melanoma education, focusing on its potential to improve learning efficiency, support independent learning, and promote research activities.</p> Methods <p>This was a grouped controlled study.&#xa0;A total of 41 ophthalmology postgraduates were recruited to participate in the FC teaching experiment. This study explored the integration of ChatGPT into FC teaching for medical postgraduates. Postgraduate students were recruited and divided into a traditional FC group and a ChatGPT-assisted FC group. Evaluations included student feedback, classroom performance scores, theoretical examination results, literature review assessments, and time allocation data.</p> Results <p>The ChatGPT-assisted FC group significantly outperformed the traditional FC group in classroom performance (p &lt; 0.001) and literature review writing, particularly in areas such as structure, citation, and scientific rigor (p &lt; 0.001). Although theoretical exam scores showed no significant difference (p = 0.12), the ChatGPT group demonstrated reduced time requirements for pre-class preparation (p = 0.008) and literature review writing (p &lt; 0.001). Additionally, survey results revealed higher satisfaction in areas such as inspiration, content creation, and efficiency of information retrieval in the ChatGPT group.</p> Conclusions <p>The ChatGPT-assisted FC model is a highly effective teaching approach for medical postgraduate education. While it enhances learning efficiency and reduces workload, appropriate integration of ChatGPT with traditional methods is essential to ensure educational quality and academic integrity.</p>

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The Application of Flipped Classroom Integrated with ChatGPT in Improving Graduate Education on Choroidal Melanoma

  • 期刊论文

  • 发表日期：

    2025年12月20日

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  • Shengyu Tan,
  • Qijian Deng,
  • Qiaoyan Wei,
  • Xuan Zhu,
  • Shengguo Li

摘要

Objective

This study aims to explore the role of ChatGPT-assisted flipped classroom (FC)s in choroidal melanoma education, focusing on its potential to improve learning efficiency, support independent learning, and promote research activities.

Methods

This was a grouped controlled study. A total of 41 ophthalmology postgraduates were recruited to participate in the FC teaching experiment. This study explored the integration of ChatGPT into FC teaching for medical postgraduates. Postgraduate students were recruited and divided into a traditional FC group and a ChatGPT-assisted FC group. Evaluations included student feedback, classroom performance scores, theoretical examination results, literature review assessments, and time allocation data.

Results

The ChatGPT-assisted FC group significantly outperformed the traditional FC group in classroom performance (p < 0.001) and literature review writing, particularly in areas such as structure, citation, and scientific rigor (p < 0.001). Although theoretical exam scores showed no significant difference (p = 0.12), the ChatGPT group demonstrated reduced time requirements for pre-class preparation (p = 0.008) and literature review writing (p < 0.001). Additionally, survey results revealed higher satisfaction in areas such as inspiration, content creation, and efficiency of information retrieval in the ChatGPT group.

Conclusions

The ChatGPT-assisted FC model is a highly effective teaching approach for medical postgraduate education. While it enhances learning efficiency and reduces workload, appropriate integration of ChatGPT with traditional methods is essential to ensure educational quality and academic integrity.