AI Article Synopsis
- The study investigates healthcare students' perceptions of ChatGPT's academic utility in Southeast Asia, focusing on knowledge, attitudes, and usage patterns among 443 undergraduate participants.
- Findings reveal a generally positive attitude towards ChatGPT despite concerns about ethics, accuracy, and dependence, with MBBS students using it more frequently than their peers.
- Results indicate that higher knowledge and positive attitudes towards ChatGPT correlate with increased academic use, suggesting a need for guidelines on effective integration of AI tools in medical education.
Article Abstract
Background: The impact of generative artificial intelligence-based Chatbots on medical education, particularly in Southeast Asia, is understudied regarding healthcare students' perceptions of its academic utility. Sociodemographic profiles and educational strategies influence prospective healthcare practitioners' attitudes toward AI tools.
Aim And Objectives: This study aimed to assess healthcare university students' knowledge, attitude, and practice regarding ChatGPT for academic purposes. It explored chatbot usage frequency, purposes, satisfaction levels, and associations between age, gender, and ChatGPT variables.
Methodology: Four hundred forty-three undergraduate students at a Malaysian tertiary healthcare institute participated, revealing varying awareness levels of ChatGPT's academic utility. Despite concerns about accuracy, ethics, and dependency, participants generally held positive attitudes toward ChatGPT in academics.
Results: Multiple logistic regression highlighted associations between demographics, knowledge, attitude, and academic ChatGPT use. MBBS students were significantly more likely to use ChatGPT for academics than BDS and FIS students. Final-year students exhibited the highest likelihood of academic ChatGPT use. Higher knowledge and positive attitudes correlated with increased academic usage. Most users (45.8%) employed ChatGPT to aid specific assignment sections while completing most work independently. Some did not use it (41.1%), while others heavily relied on it (9.3%). Users also employed it for various purposes, from generating questions to understanding concepts. Thematic analysis of responses showed students' concerns about data accuracy, plagiarism, ethical issues, and dependency on ChatGPT for academic tasks.
Conclusion: This study aids in creating guidelines for implementing GAI chatbots in healthcare education, emphasizing benefits, and risks, and informing AI developers and educators about ChatGPT's potential in academia.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10895383 | PMC |
| http://dx.doi.org/10.7759/cureus.53032 | DOI Listing |
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