INTRODUCTION

ChatGPT (Generative Pretrained Transformer), an innovation of OpenAI (San Francisco, CA, USA), was released in November 2022 (^{Liebrenz et al., 2023}; ^{Sedaghat, 2023}) and reached one million users in a few short days. OpenAI’s ChatGPT language model uses deep learning to produce human-like responses to text-based inputs. The model can comprehend and answer numerous queries in a natural language style because it has been trained on vast internet-sourced data. People across different fields, generations, and continents started using ChatGPT, increasing its popularity continuously (^{Aydın & Karaarslan, 2023}). A sophisticated chatbot can handle lengthy discussions, comprehend context, and produce adequate responses. Medical and veterinary education are only two of the many areas of our society that artificial intelligence (AI) is revolutionizing. Chatbots are becoming increasingly common in medical education, and ChatGPT is one of the most advanced AI-powered chatbots. Chatbots and GPT- based models can significantly impact the learning and understanding veterinary anatomy.

During the COVID-19 pandemic, the virtual approaches for teaching impacted veterinary anatomy education with the onset of e-learning globally used and shared by anatomists (^{Choudhary, 2021}a,b,c; ^{Kapoor & Singh, 2022}). This collective experience has led to some calls to further integrate AI into anatomy education as an ongoing standard teaching tool, with select groups of students and educators valuing these technological advances over traditional person-led teaching approaches like dissection. Given this contemporary interest in supporting artificial intelligence-infused anatomy education (AIEd), this article explores the question: To what extent can existing AI enhance and/or support effective anatomy education? (^{Lazarus et al., 2022}). We have designed this letter on ChatGPT to express the prospects and drawbacks of this novel AI technology in veterinary anatomy.

i. Visual representation: Chatbots can visually represent anatomical structures like interactive diagrams or three- dimensional (3D) models. These visuals can help students visualize complex anatomical concepts, understand the relationships between different structures, and improve their spatial understanding. The 3D model feature is not available in the ChatGPT; however, with technological advancement, it needs to be included in the ChatGPT in the future.

ii. Interactive learning: GPT-powered chatbots can engage in interactive conversations with students, allowing them to ask questions about specific anatomical structures or systems. The chatbot can provide detailed descriptions, definitions, and explanations, helping students grasp the intricacies of veterinary anatomy conversationally.

iii. Accessible reference materials: Chatbots can readily be available for veterinary students, providing quick access to anatomical information. Students can ask the chatbot about the location, function, and clinical relevance of specific anatomical structures, which can be particularly useful during study sessions, practical examinations, or when preparing for surgeries.

iv. Comparative anatomy: Veterinary anatomy often involves studying the anatomical differences between animal species. Chatbots can facilitate comparative anatomy by offering information about specific anatomical variations and highlighting the unique aspects of each species. In addition, students can explore the similarities and differences between animal anatomies through interactive conversations.

V. Case-based learning: GPT-powered chatbots can present case scenarios or clinical cases involving anatomical abnormalities or pathologies. Students can discuss with the chatbot, analyzing the anatomical implications of the cases and applying their knowledge to diagnose and propose treatment options. This approach can enhance critical thinking and problem-solving skills in the context of anatomy.

vi. Reinforcement of key concepts: Chatbots can reinforce key anatomical concepts through interactive quizzes, flashcards, or review sessions. Students can test their knowledge, identify areas of weakness, and receive immediate feedback. This repetitive reinforcement can help solidify their understanding of veterinary anatomy. Some of the features are not available presently in the ChatGPT, which are present in other chatbots; however, the missing features need to be updated in the ChatGPT in the future.

The prospects and drawbacks of the ChaGPT application are summarized in Figure 1. Apart from the above prospects of ChatGPT in veterinary anatomy education, we have recorded some responses to questions using ChatGPT. We have not edited the responses generated by the ChatGPT and, as such, summarized them in Table I.

Fig. 1 Illustration showing prospects and drawbacks of the new AI technology ChatGPT for veterinary anatomical education. 

Table I Questions asked along with the responses received from the ChatGPT. 

The first question we asked was, “What is veterinary anatomy”. The response from the ChatGPT provided five definitions and is found to be quite similar to the definitions mentioned in the textbook of veterinary anatomy (^{Singh, 2017}). Therefore, as discussed in this article, The ChatGPT may be appropriate for learning veterinary anatomy for students with limitations.

The second question we asked was, “Enlist the bones of the forelimb in ox”. The response provided by the ChatGPT covered all the forelimb bones except proximal and distal sesamoid bones present at the level of the fetlock and coffin joints in the ox (^{Getty, 1975}). Moreover, the statement “ox (also known as a cow)” is not appropriately provided by the ChatGPT.

The third question we asked is related to applied anatomy i.e., “What is the site for medial patellar ligament desmotomy (MPD) in large ruminants?”. In the first paragraph, the answer provided by the ChatGPT discussed how the clinical condition associated with MPD is to be treated in animals which corroborates with the findings of ^{Naveen et al. (2014}). In the second paragraph, the response provided by the ChatGPT is “for performing the MPD surgery is the stifle joint (knee) joint”, which is a scientifically inappropriate statement as the knee joint is present in the forelimb of animals; hence the terminologies related to veterinary anatomy requires to be updated in the ChatGPT in the future. The stifle joint is present in the hindlimb of the animals and differs anatomically from the knee joint. It seems ChatGPT provides scientific information by clubbing human and animal data on internet sources, which can hamper anatomy learning for medical and veterinary anatomy students. The third paragraph discusses the surgical site for the MPD. Most importantly, the site is significant because a slight nicking of the middle patellar ligament did not produce any noticeable lameness in the animals (^{Dollar, 1895}). An accidental complete transection of the middle patellar ligament renders the animal permanently lame (^{Sahu, 1971}).

The last question we asked is, “What are the branches of the facial nerve in the middle ear?” similar to the previous question asked by ^{Mogali (2023}). However, we have noticed that the responses we received compared to the Mogali (2023) were completely different. Hence there may be variations in the responses generated by the ChatGPT as it uses vast internet-sourced data.

Conclusively, the responses generated from the ChatGPT can serve the new AI technology that can be revolutionized. Also, the responses by the ChatGPT were only in text format, without any scientific images or videos that can support the text for better understanding and learning the anatomical structures. AI technologies like ChatGPT should not replace practical experiences, dissections, or hands-on learning opportunities. While chatbots such as ChatGPT can provide valuable supplementary resources and support, direct observation and practical application of anatomical knowledge remain crucial in veterinary education. Therefore, ChatGPT is still a novel and early- stage application that needs further improvements to be widely used in veterinary anatomy education.