Abstract:

ChatGPT, short for "Generative Pre-trained Transformer," is a language model that allows more natural and conversational interactions between people and computers. It utilizes natural language processing to glean insights from internet data, furnishing users with AI-driven written responses to questions or prompts.

Despite being a relatively recent development, ChatGPT has already found application across various functions within higher education, including teaching and learning, research, administration, and community engagement.

Our objective has been to familiarise third-year students at the Faculty of Veterinary Medicine from Complutense University of Madrid, enrolled in the subject of Pharmacology and Pharmacy (with 6 ECTS credits encompassing both practical and theoretical content), with AI. Within this theoretical content, master/classical classes play a pivotal role in comprehending basic Pharmacology terminology, as well as the kinetic and dynamic characteristics of various drug groups of interest to veterinary medicine. Pilot activities involving AI were proposed voluntarily to all students in the Analgesia Pharmacology section of the Pharmacology and Pharmacy subject, aiming to encourage the use of AI in different capacities:
1. Collaboration coach: AI aids groups in researching and solving problems together. For instance, students utilize ChatGPT to gather information about the pharmacological effects of opioid analgesics to fulfil tasks and assignments.
2.Guide on the side: AI functions as a guide to navigate conceptual realms. For example, teachers employ ChatGPT® to formulate discussion questions for classes and offer guidance on assisting students in understanding specific concepts by exploring information sources.
3. Personal tutor: AI serves as a tutor for each student, providing immediate feedback on their progress.
4. Motivator: AI presents games and challenges to expand learning. Teachers or students can request ideas from ChatGPT on how to extend students' learning after providing a summary of their current knowledge level.

The students' acceptance level was assessed via a Google Form, where they were asked to highlight advantages and disadvantages, they encountered while using AI for activities related to Analgesia Pharmacology.
The students who engaged in the activity shared both the advantages and disadvantages of using AI for pharmacology learning. An advantage identified was the novelty of integrating ChatGPT into their subject study, highlighting its speed, simplicity, and clarity in presenting information in response to queries. In addition, they pointed out AI's role in conducting pre-exam questionnaires as a means to "test" their knowledge.
On the downside, some areas for improvement concerning AI were noted. Students occasionally lacked confidence in the answers obtained due to limitations in specific scientific terminology. Some answers generated by the AI were perceived as lacking depth or precision in scientific contexts.

References:
[1] Nisar, S., & Aslam, M. S. (2023). Is ChatGPT a Good Tool for T&CM Students in Studying Pharmacology?. Available at SSRN 4324310.
[2] Ryan, D. K., Maclean, R. H., Balston, A., Scourfield, A., Shah, A. D., & Ross, J. (2023). AI and machine learning for clinical pharmacology. British Journal of Clinical Pharmacology.
[3] Van der Lee, M., & Swen, J. J. (2023). Artificial intelligence in pharmacology research and practice. Clinical and Translational Science, 16(1), 31-36.

Keywords:

ChatGPT, Pharmacology, Education.