Physical Activity Level Alterations Due to the Lockdowns: A Multi-Center Greek University-Based Study.

OBJECTIVE: This cross-sectional study determines the impact of the pandemic lockdowns on physical activity, and evaluates the factors associated with physical activity cessation on students and personnel of eight Greek Higher Education Institutions. MATERIALS AND METHODS: A total of 6,380 volunteer participants completed a survey reporting their physical activity levels and perceptions during the COVID-19 pandemic. The survey was made available through an online platform. RESULTS: Both the conduct and intensity of physical activity were significantly reduced from the pre-pandemic era to the second lockdown (P<0.001). Walking was the most frequently selected type of physical activity, in all periods except for the second lockdown. Loss of interest (52.4%) was the main, self-reported factor for cessation of physical activity. Females had a 31% lower probability of ceasing physical activity during lockdowns. CONCLUSION: The conduct and intensity of physical activity decreased significantly during the pandemic. Female gender, annual checkup attendance, and specific physical activity types during the pre-pandemic era were associated with a reduction in the risk of pausing physical activity during lockdowns. Lockdowns may be implemented in future health crises, hence measures for maintaining the physical activity of the general population, such as online group sessions and support from healthcare professionals, should be prepared.

The potential role of ChatGPT and artificial intelligence in anatomy education: a conversation with ChatGPT.

PURPOSE: A recent study published in the JMIR Med Educ Journal explored the potential impact of the Generative Pre-Train (ChatGPT), a generative language model, on medical education, research, and practice. In the present study, an interview with ChatGPT was conducted to determine its capabilities and potential for use in anatomy education (AE) and anatomy research (AR). METHODS: The study involved 18 questions asked of ChatGPT after obtaining an online subscription to the 4th edition. The questions were randomly selected and evaluated based on accuracy, relevance, and comprehensiveness. RESULTS: The ChatGPT provided accurate and well-structured anatomical descriptions, including clinical relevance and relationships between structures. The chatbot also offered concise summaries of chapters and helpful advice on anatomical terminology, even with complex terms. However, when it came to anatomical variants and their clinical significance, the chatbot's replies were inadequate unless variants were systematically classified into types. ChatGPT-4 generated multiple-choice quizzes and matching questions of varying difficulty levels, as well as summaries of articles when presented with text. However, the chatbot recognized its limitations in terms of accuracy, as did the authors of the current study. CONCLUSION: ChatGPT-4 can be a valuable interactive educational tool for students in the field of anatomy, encouraging engagement and further questions. However, it cannot replace the critical role of educators and should be used as a complementary tool. Future research should establish guidelines for ChatGPT's optimal use and application in medical education.