Developing Student Proficiency in ChatGPT-driven Quizzing and Self-guided Inquiry for Biological Sciences Education

Introduction: The integration of artificial intelligence (AI) tools, such as ChatGPT, into higher education offers a unique opportunity to enhance student learning through personalized and interactive study methods. In biological sciences education, effective quizzing and self-guided inquiry are critical for mastering complex concepts. While traditional instructor-written quizzes remain a staple of active learning, AI-powered platforms have the potential to foster deeper engagement and adaptability. This project aims to develop student proficiency in using ChatGPT for academic inquiry, assessing its effectiveness as a learning tool, and comparing its impact with conventional quizzing methods. Methods: First-year doctor of pharmacy students were given an assignment tasked with creating a free ChatGPT account and using it for quizzing and self-directed inquiry. The assignment provided specific instructions. They entered a detailed prompt to request a 10-question quiz based on lecture notes and completed the quiz independently before asking ChatGPT for the correct answers. Students then verified the AI-generated answers against their own lecture notes, probing ChatGPT further if discrepancies arose. They also engaged in self-guided inquiry by asking ChatGPT additional questions on specific topics and requesting five more advanced questions written at higher cognitive levels based on Bloom's Taxonomy. The entire interaction was documented and submitted for evaluation, emphasizing both critical evaluation of AI responses and iterative inquiry. A Qualtrics survey was distributed to obtain student perceptions of the effectiveness of the assignment and use of ChatGPT. Results: The response rate of the survey was 83%. Almost 60% of students had never before used ChatGPT. Only 21% of respondents had previously used it for quizzing purposes. 98% agreed that the instructions for the assignment were clear and ChatGPT was easy to use. All respondents agreed that checking the accuracy of ChatGPT’s answers to ensure accuracy was a valuable learning experience and 98% found that the answers were accurate. 93% believed that self-guided inquiry was helpful in deepening their understanding. The majority (72%) thought using ChatGPT was as effective as traditional instructor-written practice quizzes provided on Canvas, however, they disagreed (59%) with the statement they preferred using ChatGPT over the instructor-written practice quizzes. The majority agreed that the use of ChatGPT made studying more engaging and that they are likely to use it for studying other subjects in the future. The majority agreed that ChatGPT helped identify areas of weakness and that using ChatGPT in this assignment improved their overall learning experience and that they enjoyed the assignment. This study highlights the potential of ChatGPT as an effective tool for enhancing active learning and self-guided inquiry while fostering AI literacy among students. This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.