Exploring Perceptions and Experiences of ChatGPT in Medical Education: A Qualitative Study Among Medical College Faculty and Students in Saudi Arabia

Abstract

AbstractBackgroundWith the rapid development of artificial intelligence (AI) technologies, there is a growing interest in the potential use of AI-based tools like ChatGPT in medical education. However, there is limited research on the perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia.ObjectiveThis study aimed to explore the knowledge, perceived benefits, concerns, and limitations of using ChatGPT in medical education, among faculty and students at a leading Saudi Arabian university.MethodsA qualitative study was conducted, involving focused meetings with medical faculty and students with varying levels of ChatGPT experience. A thematic analysis was used to identify key themes and subthemes emerging from the discussions.ResultsParticipants demonstrated good knowledge of ChatGPT and its functions. The main themes were: (1) knowledge and perception of ChatGPT, and (2) roles of ChatGPT in research and medical education. The perceived benefits included collecting and summarizing information and saving time and effort. However, concerns and limitations centered around the potential lack of critical thinking in the information provided, the ambiguity of references, limitations of access, trust in the output of ChatGPT, and ethical concerns.ConclusionsThis study provides valuable insights into the perceptions and experiences of medical faculty and students regarding the use of ChatGPT in medical education. While the benefits of ChatGPT were recognized, participants also expressed concerns and limitations requiring further studies for effective integration into medical education, exploring the impact of ChatGPT on learning outcomes, student and faculty satisfaction, and the development of critical thinking skills.