Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. intended learning outcomes created by GPT-3.5 were subsequently compared to the detailed intended learning outcomes created for the course in 2022 by teachers. The questions were asked by 22 dental students who took the course on microbial pathogenesis in September 2022. The questions were mainly of the second-order category. One teacher replied to all questions initially, and 2 other teachers retrospectively reviewed the initial teacher’s responses during March/April 2023. There were 7 intended learning outcomes in the microbial pathogenesis course. There were no exclusion criteria; thus, all questions and intended learning outcomes were included. The same questions and intended learning outcomes were asked to GPT-3.5 in May 2023. Lessons learned GPT-3.5 had the ability to interpret questions from students and give concise and correct facts in response, and in most of the replies (73%), the answers were longer than the teacher’s reply. Furthermore, GPT-3.5 was able to construct detailed intended learning outcomes although these were very extensive and, in some cases, even misleading. Implications for practice GPT-3.5’s knowledge, interpretation, and ability to answer students’ questions in microbiology were found to be comparable to those of a teacher. However, GPT-3.5 is hampered by its instructions to be pleasant to the reader and it requires knowledge to really know if a given answer is correct. GPT-3.5 lacks knowledge in constructing detailed intended learning outcomes, but has the potential to become a useful tool to assist in teaching and education in general. Casus 19: Verkenning van nieuwe onderwijsvormen met behulp van humanoïde robots – een casestudie van patiëntgerichte innovatie in digitaal gezondheidsonderwijs General information Reference/Source: Connolly, C., Walsh, J. C., Worlikar, H., Ryan, L., Murray, A., O’Connor, S., Kelly, J., Coleman, S., Vyas Vadhira, V., Newell, E., & O‘Keeffe, D. T. (2022). Exploring new frontiers of education using humanoid robots – A case study of patient centred innovation in Digital Health Education. Irish Educational Studies, 41(1), 107–115. https://doi.org/10.1080/03323315.2021.2022514 University/HE institution: University Hospital Galway Course and subject domain: digital health education; specifically, self-management of hypoglycaemia in people with type 1 diabetes. The case study explored how humanoid robots could be used to enhance the education of patients on managing their condition. Aim: to evaluate the effectiveness of humanoid robots in enhancing the education provided to patients with type 1 diabetes regarding the self-management of hypoglycaemia. The study aimed to investigate whether the use of humanoid robots can provide a more engaging and effective way of educating patients in the management of their condition, compared to traditional educational approaches.
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