ChatGPT, an artificial intelligence chatbot, has rapidly gained prominence in various domains, including medical education and healthcare literature. This hybrid narrative review, conducted collaboratively by human authors and ChatGPT, aims to summarize and synthesize the current knowledge of ChatGPT in the indexed medical literature during its initial four months. A search strategy was employed in PubMed and EuropePMC databases, yielding 65 and 110 papers, respectively. These papers focused on ChatGPT's impact on medical education, scientific research, medical writing, ethical considerations, diagnostic decision-making, automation potential, and criticisms. The findings indicate a growing body of literature on ChatGPT's applications and implications in healthcare, highlighting the need for further research to assess its effectiveness and ethical concerns.

Journal of Medical Internet Research - International Scientific Journal for Medical Research, Information and Communication on the Internet

Mobile and tablet apps, ubiquitous and pervasive computing, wearable computing and domotics for health.

Objective: A paradigm shift towards a PBL bidirectional dialogic feedback can enhance learners’ performance. This study aimed to investigate undergraduate medical students’ perceptions of their PBL feedback. Methods: We sent e-mail invitations to a web-based survey to year one and two students at College of Medicine, King Saud University. Items included the process, content, and benefits of PBL feedback. Results: Of 209 respondents, 110 (53%) were first and 99 (47%) were second-year students. About 50% agreed that the feedback was regularly provided at scheduled timing and 72% perceived feedback environment as non-threatening. Agreement rates that the tutors asked students first to assess their performance, tell them what went well, what the areas for improvement are and develop with them an improvement plan were 59%, 61%, 61% and 52%, respectively. 61% agreed that tutors judged performance not personality. More year one students significantly agreed that the PBL feedback helped them to improve their knowledge acquisition and non-technical skills. Conclusion: Many of our PBL tutors have started the shift to a dialogic bidirectional feedback. We recommend continuing the faculty development efforts, peer-reviewing, and seeking student’s feedback within the academic quality satisfaction surveys. Abbreviations: PBL: Problem-based learning, ATA: Ask-Tell-Ask, CoM: College of Medicine, KSU: King Saud University. doi: https://doi.org/10.12669/pjms.36.7.1778 How to cite this:Saeed M, Isnani AC, Khan SA, Khamis N. Students’ Feedback about Feedback; Have our PBL tutors started the shift towards a dialogic ask-tell-ask approach? Pak J Med Sci. 2020;36(7):1698-1702. doi: https://doi.org/10.12669/pjms.36.7.1778 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.