Abstract
PURPOSE: The integration of AI chatbots into education has gained traction, particularly in medical fields such as anatomy. This study aims to evaluate and compare the responses of ChatGPT 4o mini and Gemini across different cognitive domains of anatomy education. METHODS: A cross-sectional study was conducted to assess the responses of these two AI chatbots to a set of anatomy questions selected from the Manual on Competency-Based Undergraduate Curriculum. Questions were categorized into knowledge, comprehension and application levels of cognitive domain. Responses were scored against an answer key prepared by anatomy experts. Relevant comparative statistical analysis was performed. RESULTS: The overall performance of ChatGPT 4o mini (76.15%) was significantly superior to Gemini (72.84%). In application-level questions, ChatGPT 4o mini outperformed Gemini. Conversely, Gemini scored higher in comprehension-level questions (76.88% vs. 73.66%). Both chatbots exhibited factual inaccuracies and limitations in contextually accurate responses, particularly in application-level questions. CONCLUSION: Both ChatGPT 4o mini and Gemini demonstrate potential as educational tools in anatomy, with strengths and limitations varying by cognitive domain. While AI chatbots can supplement traditional learning methods, they require ongoing refinement and validation. To ensure the responsible integration of AI into medical education, close attention must be devoted to faculty and student training, setting up relevant IT environment and ethical issues. Future research should focus on expanding question pools, incorporating user feedback and comparing with traditional educational approaches to enhance their effectiveness.