3d sex chatbot5/2/2024 ![]() ![]() With the use of VPs, students can perform learning with greater self-nomination the learning of a strategic and self-reflective nature with the advantage of the ubiquity that is provided by technology. In this sense, virtual patients (VP) are part of the integration of new technologies in patient simulations and could favor a greater practice of clinical cases by students, printing knowledge more effectively, facilitating the planning of cases to teachers, and with less budget and infrastructure. In order to perform these simulations of personal interaction with a standardized patient, a high level of planning and training is required by the organizers, which could make it difficult to perform them regularly, as well as the appearance of variables that are not foreseen in the original script that can cause the simulation to fail. Simulation in which interactions with patients are recreated, such as role-plays with teachers, with patient-instructors, or standardized patients, are already commonly used in dental schools and are perceived by students as very positive because of their similarity to their professional practice and also allow increasing the realistic self-assessment of the students. However, sometimes patients with good cases, from a teaching point of view, are not available for all students and this causes a limitation in the possibilities of student interaction with a large number of cases, which is why in recent years, the use of simulation for the development of students’ psychomotor skills has become standard in dental education because it allows them to follow an appropriate learning curve in a less stressful and controlled environment than in a clinic. In dental education, as a medical discipline, much of the students’ professional development occurs when they begin to interact with patients, i.e., when they begin to develop interpersonal communication. In fact, authors such as Bordage urge practice with more focused cases that are based on important discriminative symptoms so that the student can practice with a larger number of clinical cases, a fundamental requirement for acquiring diagnostic competence. ![]() But it has been questioned whether an extremely detailed anamnesis can be counterproductive if trainees get lost in irrelevant details. ![]() ĭuring undergraduate training it is common to focus on elaborate clinical cases in which trainees must rely on several diagnostic tests before they can make their diagnostic judgment. Diagnostic learning in the undergraduate curriculum can be effectively re-enacted through repeated practice of clinical cases with subsequent feedback from faculty, as well as by encouraging self-evaluation to hold students accountable for their deficiencies. Making a correct, effective, and efficient diagnosis is a fundamental skill that dental students must acquire to be good practitioners. Our research suggests that the incorporation of this technology in dental curricula would be positively valued by students and would also ensure their training and adaptation to new technological developments.ĭiagnosis is the foundation on which all medical treatments are based. The students who reached a correct diagnosis rated this technology more positively. A large majority of the students were satisfied with the interaction (mean 4.36), the fifth year students rated the interaction better and showed higher satisfaction values. After several weeks interacting with the AI, they were given a survey to find out their assessment. To assess student satisfaction after interaction with an artificially intelligent chatbot that recreates a virtual patient, a descriptive cross-sectional study was carried out in which a virtual patient was created with artificial intelligence in the form of a chatbot and presented to fourth and fifth year dental students. In this sense, virtual patients with artificial intelligence offer a controlled, stimulating, and safe environment for students. If students perform a greater number of clinical cases, they will improve their performance with patients. Knowing how to diagnose effectively and efficiently is a fundamental skill that a good dental professional should acquire.
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