Academic impact of ChatGPT on medical students in Saudi Arabia

Abstract

Background: Artificial intelligence (AI), blending computer science and linguistics, aims to create machines capable of performing human-like tasks, including creativity. This study explores healthcare students' attitudes toward AI, aiming to enhance their understanding and integration into education and practice. Methods: A cross-sectional survey was conducted to evaluate the knowledge, attitudes, and practices of healthcare university students in Saudi Arabia regarding the academic use of ChatGPT. The study included 495 students from various regions, both male and female, encompassing preclinical and clinical stages, and included both Saudi and non-Saudi participants. A non-probability convenience sampling method was used. A validated questionnaire consisting of three sections: Knowledge (9 questions), Attitude (11 questions), and Practice (8 questions) was employed. Statistical analyses included descriptive statistics, t-tests, ANOVA, chisquare tests, and multivariable regression. The results aim to provide insights into the integration of AI in healthcare education. Results: The study included 495 healthcare university students in Saudi Arabia, predominantly female (58.6%), with participants aged 18-40 years (mean age: 21.6 years). Attitudes were generally positive, with most participants agreeing on ChatGPT's reliability (63.6%) and convenience (71.3%), despite concerns about educational integrity (55.1%). The mean knowledge score was 5.5 (SD = 2.0), and the mean attitude score was 40.4 (SD = 7.4). Conclusion: Future research should explore the broader impacts of AI tools like ChatGPT on academic integrity, learning outcomes, and the ethical development of healthcare professionals.

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