DE07 Integration of artificial intelligence: virtual patient simulation in undergraduate dermatology education

Abstract

The integration of artificial intelligence (AI) in medicine is becoming more prevalent and it is increasingly used as an educational tool for university students. A pilot study of fourth-year medical students at a teaching hospital was completed to evaluate an AI virtual patient simulation tool and its value and effectiveness in undergraduate medical student education. Sixty-seven students completed pre- and post-AI questionnaires assessing confidence and experience in history taking. The pre-AI survey evaluated exposure to real patient histories, confidence and clinical challenges. The post-AI survey examined the tool’s usability and its impact on students’ confidence, competence and preparedness for future dermatology encounters. The results revealed that in the pre-AI questionnaire, 71% of students reported frequently taking patient histories in other rotations, with 50% feeling confident in their history-taking skills. Students reported limited practice opportunities, with only 22% indicating an adequate experience. After the AI tool intervention, 67% felt confident in their history-taking abilities, presenting a marked increase. Confidence in structuring a dermatological history also improved, from 57% to 65%. Moreover, 60% of students reported that the AI tool provided more opportunities to practise compared with their clinical rotations. The AI tool was perceived as realistic by 60% of students, enhancing their learning experience. Furthermore, the ability to take a dermatological history efficiently within a clinical time limit rose from 36% pre-AI to 43% post-AI. Implementation of AI patient simulation tools can be a powerful educational adjunct. By allowing students to practise at their own pace in a less pressured environment, the tool facilitated a relaxed learning experience that complements traditional clinical training. Importantly, this intervention is not intended to replace valuable real clinical history taking but to enhance the experience alongside it. Further studies with larger cohorts and longitudinal analysis are warranted to determine the long-term impacts on clinical competency in dermatology.