Purpose
A variety of pedagogical strategies are being used in medical schools to bridge the perceived gap between the basic science curriculum and clinical practice. In the first year, we employ modified Problem-Based Learning (mPBL) sessions that meet twice per week for two hours, during which students work through clinical cases that include integrated basic science learning activities. To assess how students connect basic science to clinical scenarios, students were asked to write summary statements at the conclusion of each mPBL session.

Methods
Summary statements were written by M1 students (n=8) and collected at the end of mPBL sessions. Statements were transcribed into text and assigned a random student number. Text of student responses were copied into Chat GPT and then prompts were used to generate a rubric to analyze the statements. Chat GPT analyzed students’ responses and assigned a score of 1-5 for 8 different categories. Student surveys were delivered at the end of the semester and answers gathered anonymously using Qualtrics.

Results
The average score assigned by Chat GPT to the student responses trended upward as the semester progressed, although the difference was not statistically significant. All students who responded to the survey somewhat or strongly agreed with statements regarding a positive relationship between the summary statements and their learning.

Conclusion
Preliminary findings suggest a positive effect by the short written statements on student perception of learning during the mPBL sessions. Expanding the study to include more groups along with mapping student responses with types of learning activities and patient stories will provide valuable insight into how students connect basic science with clinical scenarios.