ArticleMedical science educator2025
ChatGPT as a Virtual Patient: Written Empathic Expressions During Medical History Taking.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Impact of providing a customized guideline on virtual medical history taking in two serious games for medical education.Medical education online · 2025Trial
- A Medical Large Language Model-Based System Improves History-Taking Performance Among Medical Students.Cureus · 2026Article
- Feasibility of Large Language Model-Based Standardized Virtual Patients to Support Clinical Decision-Making Training in Operative Dentistry: Mixed Methods Study.JMIR formative research · 2026Article
- Mapping applications and evaluations of LLM-enabled AI chatbots for health purposes: a scoping review.Frontiers in public health · 2026Article
- Embracing the Future of Medical Education With Large Language Model-Based Virtual Patients: Scoping Review.Journal of medical Internet research · 2025Article
- Artificial Intelligence in Nutrition and Dietetics: A Comprehensive Review of Current Research.Healthcare (Basel, Switzerland) · 2025Review
- Revolutionizing Medical Education: ChatGPT as a Breakthrough Tool for Empathy Training.Medical science educator · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Virtual patients are already utilized in the teaching of medical history taking. Since its emergence, ChatGPT has been integrated into several areas of medical education. This study aimed to examine whether ChatGPT can be used to train empathic history taking while fostering students' subjective autonomy. Methods: Third-year medical students took histories with ChatGPT 3.5 after entering a predefined prompt covering cardiological diseases. Afterwards, students answered a questionnaire regarding their experienced autonomy. All chats were analyzed using the Empathic Communication Coding System measuring ChatGPT's given empathic opportunities as well as students' responses. Results: Out of 659 interactions, 93 were identified as empathic. ChatGPT provided opportunities mostly through reporting emotional statements or challenges. Students sometimes missed reacting adequately to ChatGPT's opportunities but more often responded by implicit recognition of patient perspective and reported a high level of experienced autonomy. Conclusions: The study yielded preliminary results that ChatGPT might be suitable as a tool mimicking a virtual patient while enabling an empathic history taking. To date, ChatGPT seems valid as a supplement to training with simulated patients. Medical faculty could consider integrating ChatGPT into teaching, such as through a flipped classroom approach, to guide students in its use as ChatGPT continues to gain attention.
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Registered trials
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