Health Sciences students and educators experience with using ChatGPT

Abstract

This study investigates the experiences, challenges, and opportunities presented by ChatGPT AI in health sciences education, focusing on self-directed learning among students and educators at the University of Sharjah, UAE. Utilizing a descriptive qualitative research design, the study engaged participants through semi-structured interviews to explore diverse perspectives on ChatGPT's application in health sciences education. Results indicate mixed reactions: while users appreciate ChatGPT for its efficiency in academic tasks, concerns were raised about its offline functionality, linguistic inclusivity, ethical considerations, and potential impact on learning integrity and skill acquisition. Non-users expressed apprehension towards dependency on AI, diminished learning engagement, and academic dishonesty. The study concludes that while ChatGPT offers significant benefits in terms of resourcefulness and efficiency, its integration into educational settings necessitates careful consideration of accessibility, ethical standards, and the maintenance of academic integrity. These findings underline the need for a balanced approach to adopting AI technologies in education, highlighting the importance of addressing both the opportunities and challenges they present to foster an enriching learning environment.

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