Perceptions of Generative Artificial Intelligence Among Biomedical Academics with Career Trajectories in Healthcare: A Mixed Methods Study

Abstract

Generative Artificial Intelligence (GenAI) has been a viable technology for decades, yet widespread adoption in healthcare and academic settings has remained limited to research. One possible explanation for this is limited understanding about the beliefs around GenAI use amongst faculty and students training in biomedical disciplines that frequently lead to non-physician healthcare careers, including physical therapy (PT), occupational therapy (OT), allied health (AH), and biomedical engineering (BME). Furthermore, no known studies exist assessing differences that may exist across those disciplines. Given the significant number of professionals in those disciplines and the outsized impact they have on the healthcare system, investigating their beliefs around GenAI use is vital before widespread adoption. Accordingly, we investigated the perceptions of GenAI among students and faculty in the aforementioned fields that frequently lead to careers in healthcare. We found that knowledge of GenAI significantly influences comfort with its use completing college coursework including whether respondents believed it contributed to the process of completing that coursework and whether use of GenAI enhances learning. Interestingly, however, there were no statistically significant differences in perceptions of GenAI across disciplines, roles, or institution sizes. Qualitative findings revealed concerns about plagiarism, decline of critical thinking skills, and ethical challenges, while also recognizing GenAI’s potential to enhance learning efficiency and idea generation. Critically, the study results emphasize the need for proper training and guidelines to ensure GenAI is integrated responsibly into healthcare-related education.

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