Evaluating ChatGPT-4 in the development of family medicine residency examinations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Creating high-quality medical examinations is challenging due to time, cost, and training requirements. This study evaluates the use of ChatGPT 4.0 (ChatGPT-4) in generating medical exam questions for postgraduate family medicine (FM) trainees. Develop a standardized method for postgraduate multiple-choice medical exam question creation using ChatGPT-4 and compare the effectiveness of large language model (LLM) generated questions to those created by human experts. Eight academic FM physicians rated multiple-choice questions (MCQs) generated by humans and ChatGPT-4 across four categories: 1) human-generated, 2) ChatGPT-4 cloned, 3) ChatGPT-4 novel, and 4) ChatGPT-4 generated questions edited by a human expert. Raters scored each question on 17 quality domains. Quality scores were compared using linear mixed effect models. ChatGPT-4 and human-generated questions were rated as high quality, addressing higher-order thinking. Human-generated questions were less likely to be perceived as artificial intelligence (AI) generated, compared to ChatGPT-4 generated questions. For several quality domains ChatGPT-4 was non-inferior (at a 10% margin), but not superior, to human-generated questions. ChatGPT-4 can create medical exam questions that are high quality, and with respect to certain quality domains, non-inferior to those developed by human experts. LLMs can assist in generating and appraising educational content, leading to potential cost and time savings.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it