Response to the article about Geisel using AI to help students practice interview skills

All I can say is WOW, this is impressive! Just wanted to share my response to this recent article.

The development of the AI Patient Actor app at Dartmouth’s Geisel School of Medicine represents an innovative approach to medical education and training. The integration of artificial intelligence into medical scenarios allows students to practice essential interviewing skills in a simulated environment.

The article emphasizes the importance of honing communication skills and developing an intuitive understanding of asking the right questions, aspects that are crucial to accurate diagnoses. Dr. Thomas Thesen rightly points out that having all the factual knowledge to diagnose a disease is one thing, but the ability to navigate patient interactions effectively is a different skill set. The AI Patient Actor app seeks to bridge this gap by providing students with additional opportunities to practice patient interviewing.

The cost-effective nature of this AI-driven solution is particularly noteworthy, as hiring standardized patients can be expensive. By utilizing an app, medical students can engage in simulated conversations, order tests, and receive instant feedback on their performance. The emphasis on communication skills and the incorporation of real-time feedback contribute to a well-rounded learning experience for the students.

It's important to note that the app is designed to supplement, not replace, training with real actors. This acknowledgment of the app's limitations and its role as a supplementary tool showcases a thoughtful approach to integrating technology into medical education.

Nsomma Alilonu, a second-year medical student involved in the app's development, highlights the value of additional practice, especially in a non-pressured setting. This sentiment underlines the potential benefits of the AI Patient Actor app for medical students seeking more opportunities to refine their patient interviewing skills.

Moreover, the app's adaptability, such as offering a Spanish-language setting to cater to specific language needs, and potential collaborations with medical schools in different regions, including Kenya, demonstrate its versatility and potential for addressing diverse educational gaps.

As the app undergoes evaluation, involving feedback from physicians and a consideration of potential biases, the article emphasizes a cautious approach to its implementation. Dr. Thesen rightly points out the importance of not blindly trusting the technology, recognizing that even human errors exist.

In conclusion, the AI Patient Actor app at Dartmouth’s Geisel School of Medicine emerges as a promising tool for medical education, offering students valuable practice opportunities, cost-effectiveness, and adaptability to different educational needs and settings. As the app's performance undergoes further evaluation, it will be interesting to see how it integrates into medical curricula and contributes to the development of well-rounded and skilled healthcare professionals.

I look forward to following along and seeing where this takes us.