ReviewCureus2026
Harnessing ChatGPT for Medical Education: A Narrative Review.
Review in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Artificial intelligence (AI), particularly large language models (LLMs) such as ChatGPT, is rapidly transforming medical education by introducing innovative, learner-centered approaches. ChatGPT, a generative AI tool, has demonstrated significant potential in enhancing teaching, learning, assessment, and curriculum design. This narrative review provides a comprehensive overview of the applications, benefits, and limitations of ChatGPT in medical education. A literature search was conducted in PubMed and Google Scholar for studies published up to 2025, focusing on ChatGPT, AI, and medical education. Relevant peer-reviewed articles, including original studies and reviews, were analyzed and synthesized qualitatively. ChatGPT serves as a valuable tool for medical educators by facilitating the generation of teaching materials, assisting curriculum development, and supporting assessment and feedback. For learners, it functions as a virtual tutor, promoting self-directed learning through interactive explanations, clinical simulations, and self-assessment tools. Its ability to provide personalized, real-time, and multilingual support makes it particularly relevant in diverse and resource-constrained settings. In the Indian context, ongoing digital education initiatives further enhance the applicability of such technologies, improving accessibility and scalability of learning. However, several limitations exist, including the risk of inaccurate or misleading information, potential bias, concerns regarding academic integrity, data privacy issues, and over-reliance affecting critical thinking skills. In conclusion, ChatGPT represents a promising adjunct in medical education, offering opportunities to enhance learning experiences and educational efficiency. Nevertheless, its integration should be guided by appropriate oversight, ethical considerations, and active involvement of educators to ensure safe and effective use.
Indexed as
Identifiers
What 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.