Supplemental Resource Research Articles

Comparing the Effectiveness of ChatGPT3.5 and Bing GPT4 as Supplementary Resources to Enhance the Teaching, Learning, and Assessment of Human Anatomy

Introduction: Artificial intelligence (AI) has shown promise in revolutionizing healthcare education by providing efficient and beneficial learning opportunities for students and reducing the workload for educators. Materials and methods: This study was conducted from September 2023 to October 2023 assessing the accuracy, relevance, comprehensiveness, and user-friendliness of responses given by ChatGPT3.5 and Bing GPT4 on human anatomy. Results: Both AI tools were able to provide detailed descriptions of gross anatomy, human embryology, and histology. While both showed a need for improvement in generating sample questions, Traditional methods still offer superior accuracy and relevance compared to AI Chatbots. But Chatbots provide personalized and convenient responses. Conclusion: As AI technology continues to evolve, caution should be exercised in using AI tools for anatomy education, as their capabilities and performance may change over time.

Parental Perceptions of School Experiences for Children With Epilepsy.

Background: Given the centrality of school to the lives of the more than 450 000 US children living with epilepsy, their interface with schools related to medical and educational needs is critical. This qualitative study explores parental experiences with school systems for the care and education of their children with epilepsy. Methods: Two 90-minute focus groups were empaneled with a total of 11 caregivers of children with epilepsy. Facilitators, moderators, and recorders of each group performed semistructured interviews prompting discussion of families' experiences. Conversations were audio recorded, deidentified, transcribed, and coded. Results: Five central themes emerged: Lack of School Resources (46), Lack of School Support (36), Customized Educational Support Plans (32), Academic Impacts (24), and Positive School Support (22). Families demonstrated a lack of awareness of resources available for their children and reported using other families, advocacy groups, health teams, and others to help. Some participants felt burdened as their child's sole advocate through their educational journey, including educating staff on epilepsy care and fighting for individual educational plans or supplemental resources. Families described global adverse effects of their child's epilepsy on family function related to finances/work, relationships, and sibling depression/anxiety, as well as inconsistent staff education to support students with epilepsy and variable staffing. Conclusion: Families of children with epilepsy face barriers that inform potential areas of improvement within schools. Closer interface between the medical community and educational systems may bridge gaps to ease the burden on families of children with epilepsy.

Pengenalan Game Edukasi Flora dan Fauna untuk Siswa SD Inpres 4 Arborek Raja Ampat

Education in remote areas often encounters challenges such as inadequate infrastructure and limited access to technology, as seen at SD Inpres 4 Arborek, Raja Ampat, West Papua. To address these issues, a technology-based learning medium emphasizing Papua's biodiversity was developed. This interactive digital educational game includes features like a flora and fauna encyclopedia, quizzes, and puzzles designed to enhance students' comprehension of local natural resources. A community service activity conducted on August 21, 2024, engaged 38 students from grades 1 to 6, accompanied by two teachers and the vice principal. The activity employed direct student training and demonstrations to illustrate the game's potential as a learning tool. Students were encouraged to explore the game independently, while teachers observed its integration into daily learning routines. The results demonstrated the effectiveness of this educational medium in enhancing student motivation, engagement, and understanding. The integration of local content within the game also reinforced students' connection to their environment, cultivated cultural pride, and heightened conservation awareness. Challenges with younger students' adaptation to digital tools were mitigated through proper guidance. Questionnaire feedback indicated strong acceptance of the game as a supplementary learning resource and highlighted its potential as a model for implementing educational technology in other remote regions.

RELEVANCE OF E-LEARNING RESOURCES IN COMPUTER NETWORKS COURSES: AN EVALUATION BASED ON STUDENT PERCEPTIONS

This study evaluates the effectiveness of e-learning strategies implemented within the „Computer Networks” course, focusing on student perceptions and outcomes. Based on a post-experimental survey of 98 students, the study examines the relevance and utility of various e-learning resources, including multimedia, interactive simulations, and supplementary materials. The results highlight the significant impact of these resources on students' understanding of complex concepts and the development of essential technical skills for future careers in IT. Students reported high satisfaction with the e-learning tools, emphasizing the importance of multimedia content and practical examples in enhancing their learning experience. Additionally, the frequent use of supplementary resources and the high likelihood of recommending the course to peers underscore the perceived quality and relevance of the provided content. These findings suggest that e-learning strategies, when integrated effectively, not only improve academic performance but align closely with the professional demands of the job market. The study concludes by recommending continuous innovation and optimizing e-learning resources to support practical learning and professional competencies in higher education.

A qualitative investigation of how UK-based educational psychologists use a cognitive behavioral therapy workbook with young people

The “workbook” is an underexplored concept in the literature of cognitive behavioral therapy (CBT). Unlike manuals, workbooks provide resources without prescribing standardized procedures for practitioners to follow, potentially allowing for greater flexibility. This study explored the experiences of six UK-based educational psychologists using a popular workbook, Think Good – Feel Good (TGFG), to support CBT for young people (YP). Semistructured interviews were conducted online, and data were analyzed using thematic analysis. Five themes were identified. Practitioners felt practically and emotionally supported by TGFG. Think Good – Feel Good was used flexibly, combined with other therapeutic modalities, and its resources were adapted. Think Good – Feel Good helped practitioners make CBT developmentally appropriate and engaging for YP. There were potential benefits and challenges to school staff using TGFG in tandem with psychologists. Finally, supplementary resources (e.g., worksheets) helped to contain the emotional intensity of therapeutic interactions and supported practitioners to develop therapeutic alliances with YP.

Textbook Selection in Nursing Education: An Updated Perspective.

Evidence-based guidelines about textbook selection for nursing didactic courses are lacking. Therefore, this study explored the priorities of faculty in baccalaureate nursing programs for selecting primary textbooks. The study aimed to identify the ranking of essential characteristics in nursing textbooks, including content, general characteristics, supplemental resources, organization, and specific considerations about electronic textbooks. Using a cross-sectional design, a descriptive survey was conducted among faculty members across the United States. Results from 59 faculty participants demonstrated a strong preference for textbooks emphasizing clinical judgment and application to practice, with content being the top priority. Additionally, instructor resources, such as test banks and teaching strategies, were prioritized within supplemental resources. Few participants reported formal training in textbook selection, indicating a potential area for nursing education improvement. The study found the need for further research and development of structured guidelines to aid in the textbook selection process.

Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study

This study explores the relationship between the use of additional instructional materials—including technological tools, pedagogical resources, and supplementary learning aids—by special education teachers and the classroom performance of learners with disabilities in Malaysia, as measured by Pentaksiran Bilik Darjah (PBD) assessments. The sample consisted of 33 special education teachers (22 females and 11 male), representing diverse teaching backgrounds and experience levels across Malaysian primary schools. Quantitative data were collected through teacher questionnaires and analysed using Spearman's rank-order correlation and chi-square tests in SPSS 20.0. The findings revealed a strong positive correlation (r = 0.757, p < 0.001) between the frequency of additional material use and learners’ performance outcomes. Furthermore, a moderate correlation (r = 0.287, p < 0.01) was identified between teachers' perceptions of learners' performance and their reported use of additional materials. These results highlight the practical significance of incorporating structured and consistent additional materials to enhance learning outcomes for students with disabilities. The study underscores the need for standardising supplementary resources to ensure equitable access and effectiveness. Policymakers and educators are encouraged to develop guidelines for integrating these materials, emphasizing their role in promoting inclusive education practices and improving learner performance.

Evaluating the Impact of AI Tools on Grammar Mastery: A Comparative Study of Learning Outcomes

Artificial Intelligence (AI) tools are increasingly integrated into education, offering innovative solutions to enhance learning, particularly in language acquisition. In grammar instruction, tools like Grammarly and ChatGPT provide real-time feedback, error correction, and personalized learning experiences. This study investigates the impact of these AI-assisted learning tools on grammar proficiency among students from diverse academic programs in two higher education institutions in Indonesia. A quasi-experimental design was employed, comparing pre-test and post-test grammar scores to evaluate the effectiveness of these tools. A total of 150 students participated, representing programs such as Nursing, Pharmacy, Health Administration, Economics Education, and English Education. The findings revealed significant improvements in grammar scores, particularly among students in non-language-focused programs, with an average increase of 15%. Students in the English Education program showed smaller gains (5%), attributed to their higher baseline proficiency. While the results demonstrate the potential of AI tools in enhancing grammar accuracy, concerns were raised about over-reliance on technology and the need for transparent integration in educational contexts. The absence of qualitative insights and long-term retention data are acknowledged as limitations. This study highlights the importance of using AI as a supplementary resource to support meaningful grammar learning, especially for students with limited exposure to formal language instruction.

Resource landscape shapes the composition and stability of the human vaginal microbiota.

The vaginal microbiota has a notable impact on women's health at various stages of life, namely puberty, infection protection, sexual health, fertility, pregnancy, and menopausal changes. Yet, even though women frequently seek out treatment of vaginal symptoms, most non-anti-microbial products emphasise competitive interactions through acids (boric or lactic acid) or probiotics as a means to "rebalance" microbiota communities. However, despite recent advances in profiling the composition of vaginal microbiota communities, there remains a major gap in our mechanistic understanding of how to maintain or reinstate a resilient Lactobacillus -dominated microbiota that improves vaginal health and outcomes. This study explores the role of nutritional resources in the vaginal microbiota by introducing a mathematical model that analyses how access to specific nutrients like glycogen derivatives and sialic acid affects the balance of bacterial vaginosis (BV) and non-BV-associated bacteria. Results, supported by original cohort-derived microbiological and metabolomics data, show that exclusive access to these nutrients is linked to the dominance and resilience of BV-associated bacteria, providing new insights for BV prevention and treatment.

Effect of incorporating ultrafine palm oil fuel ash on the resistance to corrosion of steel bars embedded in high-strength green concrete

Abstract Durability degradation in reinforced concrete (RC) constructions is commonly attributed to the steel reinforcement corrosion caused by chloride. The utilization of supplemental cementitious resources, such as waste materials from industrial and agricultural sectors, typically improves the impermeability and strengthens concrete resistance to corrosion, sulfate, and acid attacks. Therefore, the prevention of steel reinforcement corrosion is greatly important in resolving challenges related to the durability and stability of RC structures, particularly when utilizing agriculture waste materials. This approach also serves as a solution for waste disposal. The aim of this study is to investigate the corrosion-resistant characteristics of high-strength concrete that contains ultrafine palm oil fuel ash (U-POFA) as a partial replacement for cement. Four high-strength green concrete (HSGC) mixes were investigated in this study with a partial replacement of ordinary Portland cement (OPC) by U-POFA at 0, 20, 40, and 60% by mass. The aim of this study is to analyze the workability, strength activity index (SAI), compressive strength, rapid chloride permeability, linear polarization resistance (LPR) by different measurement methods, and four-probe resistivity measurement by electrical resistivity measurement method of over a curing period of 7, 28, 60, and 90 days. The use of U-POFA in the different mixes results in improved workability, SAI, compression strength, and chloride penetration resistance compared with the zero-POFA mix. It is clear from the study results that adding U-POFA as a partial replacement for OPC improved the corrosion resistance of HSGC mixtures. Thus, the incorporation of U-POFA 60% succeeded in reducing the chloride ion penetration by 80% and the LPR by 93% at the test age of 90 days, compared to the reference mixture.

YouTube Videos: A Learning Tool for Periodontology Education.

Introduction Video-based learning has proved to be an effective tool for education and knowledge gain in all fields. YouTubeis a free video-sharing website consisting of numerous educational and skill development videos; you can even create and upload your videos to share knowledge and experience with others. YouTube contains videos about simple button sewing to space rocket preparation. YouTube also contains dental education videos, particularly in the field of periodontology. Aim This study aimed to assess the effectiveness of YouTube videos as an educational tool in periodontology and evaluate the knowledge gained from these videos through a structured questionnaire. This investigation aimed to provide YouTube's potential as a supplementary resource for enhancing periodontology education. Material and methods This experimental, descriptive questionnaire-based study was conducted among 100 final-year dental undergraduate students. Student feedback and responses were gathered through a closed-ended structured questionnaire. A pre-test consisting of 30 questions was administered to assess students' knowledge before watching the videos. YouTube videos on periodontology topics, such as bone grafts, dental implants, and periodontal flaps, were circulated among selected students. The students were instructed to watch the selected videos, followed by a post-test with the same questions to evaluate their knowledge gain. The pre- and post-test responses were analyzed using a paired t-test in Statistical Product and Service Solutions (SPSS, version 24; IBM SPSS Statistics for Windows, Armonk, NY) software. Results The mean score of the students in the pre-test was6.74 ± 11.53, and that in the post-test was25.64 ± 8.68, so the difference in the mean score of the pre-and post-tests was 18.90 ± 14.45 after watching YouTube videos on periodontology topicswith a P-value (<0.0001), which shows significant knowledge gain. The majority of students (N = 80-90, 80-90%) showed interest in using YouTube videos for periodontology education. Conclusion This study demonstrates that YouTube videos are highly effective and well-received adjunctive educational tools for dental students, particularly in the field of periodontology. The high levels of satisfaction, knowledge gain, and engagement observed in this study suggest that integrating YouTube videos into the curriculum can significantly enhance the learning experience.

Education Research: Use by Neurologists of Microteaching and Microassessment Programs for Teaching, Learning, and Patient Care Needs: A Qualitative Study.

Microlearning is the acquisition of knowledge or skills in small units, commonly delivered by digital technology. NeuroBytes (NB) and Question of the Day (QOD) are 2 microinstructional programs in neurology. NB programs are brief, video-based mini-courses on clinical topics (microteaching); QODs are daily multiple-choice questions (microassessment). The aim of this study was to understand how neurologists use NB and QOD and to explore their influence on clinical practice, education, and lifelong learning. Purposive sampling was used to recruit neurologists or trainees who completed at least 1 NB program or 25 QODs within the past 3 months. Individual semistructured interviews were conducted to explore participants' use of NB/QOD, what they perceived as gained from the product, how learning influenced their practice, and how this influenced lifelong learning. Thematic analysis was conducted to generate codes and describe themes emerging from the data. A total of 28 participants were interviewed. Neurologists were enthusiastic to use NB and QOD. Three themes were identified. NB and QOD were used to (1) enhance teaching, (2) influence clinical care, and (3) facilitate lifelong learning. Enhancing teaching: Interviewees used knowledge gained from NB/QOD in their own instruction and used NB/QOD with students. QOD was a model for writing their own assessments. Patient care: Respondents kept their knowledge current and reinforced concepts already known. QOD had less impact on patient care because it was used for identifying knowledge gaps, often outside the subspecialty niche. Lifelong learning: QOD was used to identify gaps in knowledge while NB filled educational gaps already recognized. NB and QOD were viewed as timesaving and could be completed on the fly. However, they were considered supplemental to other learning sources because they lacked depth. NB and QOD are convenient supplemental resources for teaching, learning, and augmenting clinical practice. Microteaching and microassessment delivered through these programs fulfilled different learning needs and have complementary educational roles.

Effectiveness of YouTube Videos in Learning Database Courses among University Students

This research explores the effectiveness of YouTube videos as supplementary resources for students studying database subjects. With the growing use of digital media in education, it is vital to understand how these resources impact learning outcomes. Using a mixed-methods approach, the study collects quantitative data through surveys and qualitative insights through interviews. The results indicate that YouTube videos significantly improve students' understanding, engagement, and retention of database concepts. The study concludes with recommendations for educators on effectively incorporating YouTube into their teaching strategies. This paper investigates the effectiveness of YouTube videos as a learning tool for students studying database subjects. With the increasing availability of online resources, it is essential to evaluate how these resources impact student learning outcomes. The study utilizes a mixed-methods approach, combining quantitative data from surveys and qualitative data from interviews with students. The findings suggest that YouTube videos enhance understanding, engagement, and retention of database concepts, while also providing flexibility and accessibility. Recommendations for educators on integrating YouTube into curriculum design are discussed.

Enhancing Temporomandibular Disorders Education for Initial Care Clinicians Through Interprofessional Education.

Temporomandibular disorders (TMDs) are common musculoskeletal pain conditions that can significantly impact daily activities such as eating, talking, breathing, intimacy, and expressing emotion. TMDs are often complex and multifactorial, and many patients experience overlapping pain conditions, sleep difficulties, and mental health challenges. The National Academies of Sciences, Engineering and Medicine (NASEM) has called for improved TMD education and training for health professionals, as current training opportunities are limited. To prepare health professionals to care for patients who have a TMD, we designed a 5-hour, interactive, module-based curriculum aligned with the 2020 NASEM recommendations. The four-part module set addresses TMD physiology and pathophysiology, assessment, diagnosis, and management. Instructional methods are founded on the Cognitive Theory of Multimedia Learning and include engaging videos, clinical evaluation and education tools, and interactive digital simulation scenarios. Thirty learners from diverse health professional backgrounds (medicine, dentistry, physician assistant, nursing, physical therapy) participated. Multiple-choice question assessments and pre/post retrospective survey scores demonstrated enhanced knowledge (M = 2.9 vs. M = 4.2, p < .001) and perceived competence (M = 1.9 vs. M = 3.4, p < .001), respectively. Encouragingly, all participants indicated applicability to their clinical practice. Our modules offer educators and clinicians a valuable resource to improve TMD knowledge and facilitate best practices. Supplementary resources included in the curriculum are conducive to clinical implementation, fostering improved clinician assessment and patient education.

Global trends in the burden of rheumatoid arthritis by sociodemographic index: a joinpoint and age–period–cohort analysis based on the Global Burden of Disease Study 2019

ObjectiveTo describe temporal trends in the incidence and disability-adjusted life years (DALYs) of rheumatoid arthritis (RA) across sociodemographic index (SDI) quintiles and sexes from 1990 to 2019.MethodsData on RA incidence...

Performance evaluation of ChatGPT 4.0 on cardiovascular questions from the medical knowledge self-assessment program

Abstract Background Medical trainees are increasingly using online chat-based artificial intelligence (AI) platforms as supplementary resources for board exam preparation and clinical decision support. Prior studies have evaluated the performance of AI chatbots like ChatGPT on various general standardized tests such as the United States Medical Licensing Examination (USMLE), but little is known about their performance on subspecialty-focused exam questions, particularly related to clinical management and treatment. Objective This study aims to evaluate the performance of ChatGPT version 4.0 on the cardiovascular questions from the Medical Knowledge Self-Assessment Program (MKSAP) 19, a widely used resource for board exam preparation in the United States. Methods We submitted all cardiovascular questions from MKSAP 19 to ChatGPT 4.0, covering a broad range of cardiology topics in a multiple-choice format. Performance was gauged against both the official MKSAP answer key and average trainee scores obtained from the MKSAP website. Out of 129 questions, 4 were invalidated due to post-publication data, and 18 were excluded due to reliance on visual aids, leaving 107 questions for analysis. Results ChatGPT 4.0 correctly answered 93 out of 107 questions, reflecting an 87% accuracy rate, compared to a 60% accuracy rate averaged among all human users for the same questions (p&amp;lt;0.0001). ChatGPT accuracy rates for each question category (e.g., heart failure, electrophysiology, etc.) are provided in the figure. On the 14 questions that ChatGPT answered incorrectly, human users averaged a 47% accuracy rate. All 14 incorrectly answered questions were related to clinical management and treatment (as opposed to diagnosis or epidemiology), and the majority (10/14) involved choosing treatment medications or choosing between medications versus interventions. Conclusion ChatGPT 4.0 surpassed the typical 70% accuracy threshold required for passing the internal medicine board certification but performed less well in answering questions about clinical management and treatment. This performance suggests that ChatGPT 4.0 could be an effective adjunct tool for cardiology education, but raises some concerns about its use in clinical decision support for trainees.

Assessing Chat Generative Pre-training Transformer’s Proficiency in Identifying, Diagnosing, and Managing Orthopedic Fractures

Abstract Background: The exploration of Chat generative pre-training transformer’s (GPT’s) applications in medicine is gaining momentum, with artificial intelligence, particularly ChatGPT, showing promise in enhancing orthopedic care. ChatGPT can assist clinicians by providing relevant information based on patient symptoms, medical history, and radiological findings, aiding in differential diagnosis, and suggesting appropriate imaging modalities. This study focuses on evaluating the effectiveness of ChatGPT-4 in diagnosing and managing common orthopedic fractures. Methods: This study involved inputting a diverse set of fracture images into the ChatGPT-4 model. The process commenced by prompting ChatGPT with four questions: “What does the radiograph show?” The second prompt instructed ChatGPT with the actual diagnosis, followed by inquiries on how a clinician should manage the condition and potential complications. All generated responses underwent grading by two authors (musculoskeletal radiologist and orthopedic trainee), utilizing a 5-point Likert scale. Intraclass correlation coefficient (ICC) analysis measurements were performed to assess inter-rater reliability. Descriptive statistical analysis was then employed to provide a comprehensive summary of the study’s findings. Results: ChatGPT demonstrated limitations in identifying diagnoses based on inputted X-ray images. However, it excelled in providing comprehensive information about fracture management and potential complications. There was excellent interobserver reliability with a kappa of 0.9. Conclusion: Our study underscores the utility of ChatGPT as a valuable tool for aiding in the management of common fractures, offering a comprehensive overview of diagnosis, management, and potential complications. The findings highlight its potential role as a supplementary resource in orthopedic practice.

Seasonality in Sonoran pronghorn survival and movement within a managed rangeland

AbstractThe endangered Sonoran pronghorn (Antilocapra americana sonoriensis) has a large portion of its range within a military operations area in southwestern Arizona, USA. Sonoran pronghorn have been actively managed in this region for more than 20 years. Recovery efforts have included release of captive‐born pronghorn into areas both currently and historically occupied by wild pronghorn. These areas provide habitat for federally endangered essential and experimental non‐essential, referred to as 10(j), pronghorn populations. More than 20 years of monitoring efforts have resulted in a large dataset on their spatial occurrence and movement within these areas. To synthesize long‐term trends and seasonality in Sonoran pronghorn movement and mortality, we employed a suite of quantitative analyses that characterized the pronghorns' 1) individual and population‐level home ranges, 2) occurrence near active military targets, 3) trends in seasonal group sizes and composition, 4) sex‐ and group‐specific survivorship, and 5) changes in movement‐based behavior following release from captivity. We found strong seasonal trends throughout, including sex‐specific differences in seasonal movement rates, home ranges, survival, and group composition. Further, captive‐born pronghorn released into the endangered population exhibited markedly higher survival compared to those released in 10(j) areas. Captive‐born pronghorn exhibited significant seasonal use of active military target areas. These analyses, which represent the most comprehensive analysis of Sonoran pronghorn movement and survival to date, have important implications for the future conservation and management of this endangered species. Our results indicate that active management of endangered Sonoran pronghorn has successfully increased survival, and we recommend maintaining or increasing current recovery efforts, such as captive breeding and placement of supplemental resources throughout their range (e.g., freestanding water and supplemental forage), to further boost the survivorship of both wild‐ and captive‐born pronghorn. Moreover, future management efforts could use our seasonality results to create dynamic prediction models of when and where pronghorn are likely to overlap with military activities to best manage interactions. Our methods have added application to other mobile species of conservation interest occurring in disturbed and resource‐limited landscapes.

Assessment of ChatGPT-4 in Family Medicine Board Examinations Using Advanced AI Learning and Analytical Methods: Observational Study.

This research explores the capabilities of ChatGPT-4 in passing the American Board of Family Medicine (ABFM) Certification Examination. Addressing a gap in existing literature, where earlier artificial intelligence (AI) models showed limitations in medical board examinations, this study evaluates the enhanced features and potential of ChatGPT-4, especially in document analysis and information synthesis. The primary goal is to assess whether ChatGPT-4, when provided with extensive preparation resources and when using sophisticated data analysis, can achieve a score equal to or above the passing threshold for the Family Medicine Board Examinations. In this study, ChatGPT-4 was embedded in a specialized subenvironment, "AI Family Medicine Board Exam Taker," designed to closely mimic the conditions of the ABFM Certification Examination. This subenvironment enabled the AI to access and analyze a range of relevant study materials, including a primary medical textbook and supplementary web-based resources. The AI was presented with a series of ABFM-type examination questions, reflecting the breadth and complexity typical of the examination. Emphasis was placed on assessing the AI's ability to interpret and respond to these questions accurately, leveraging its advanced data processing and analysis capabilities within this controlled subenvironment. In our study, ChatGPT-4's performance was quantitatively assessed on 300 practice ABFM examination questions. The AI achieved a correct response rate of 88.67% (95% CI 85.08%-92.25%) for the Custom Robot version and 87.33% (95% CI 83.57%-91.10%) for the Regular version. Statistical analysis, including the McNemar test (P=.45), indicated no significant difference in accuracy between the 2 versions. In addition, the chi-square test for error-type distribution (P=.32) revealed no significant variation in the pattern of errors across versions. These results highlight ChatGPT-4's capacity for high-level performance and consistency in responding to complex medical examination questions under controlled conditions. The study demonstrates that ChatGPT-4, particularly when equipped with specialized preparation and when operating in a tailored subenvironment, shows promising potential in handling the intricacies of medical board examinations. While its performance is comparable with the expected standards for passing the ABFM Certification Examination, further enhancements in AI technology and tailored training methods could push these capabilities to new heights. This exploration opens avenues for integrating AI tools such as ChatGPT-4 in medical education and assessment, emphasizing the importance of continuous advancement and specialized training in medical applications of AI.

Digitising a Card Game for Teaching Pragmatic Markers

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.