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Delivering personalised, formative feedback to multiple problem-basedlearning groups in a short time period can be almost impossible. We employedChatGPT to provide personalised formative feedback in a one-hour Zoom break-outroom activity that taught practicing health professionals how to formulateevaluation plans for digital health initiatives. Learners completed anevaluation survey that included Likert scales and open-ended questions thatwere analysed. Half of the 44 survey respondents had never used ChatGPT before.Overall, respondents found the feedback favourable, described a wide range ofgroup dynamics, and had adaptive responses to the feedback, yet only threegroups used the feedback loop to improve their evaluation plans. Futureeducators can learn from our experience including engineering prompts,providing instructions on how to use ChatGPT, and scaffolding optimal groupinteractions with ChatGPT. Future researchers should explore the influence ofChatGPT on group dynamics and derive design principles for the use of ChatGPTin collaborative learning.

"Close...but not as good as an educator." -- Using ChatGPT to provide formative feedback in large-class collaborative learning