ArticleJournal of cancer education : the official journal of the American Association for Cancer Education2025
The Application of Flipped Classroom Integrated with ChatGPT in Improving Graduate Education on Choroidal Melanoma.
Article in Journal of cancer education : the official journal of the American Association for Cancer Education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
objectiveThis 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.
methodsThis 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.
resultsThe 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.
conclusionsThe 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.
Indexed as
Identifiers
41420135What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.