EXPLORING PERSPECTIVES OF MEDICAL FACULTY AND UNDERGRADUATE MEDICAL STUDENTS ON CHATGPT IN MEDICAL EDUCATION

Abstract

Background and Objective: There is considerable interest in the likely application of AI-based tools like ChatGPT in medical education, considering the rapid growth of AI technologies. However, there is limited research, notably in Pakistan, on the perspectives and experiences of educators and learners with ChatGPT.
 The purpose of this study was to determine whether teachers and students at UCMD university college of Medicine and Dentistry were aware of the potential advantages, perceived drawbacks, issues, and limitations of using ChatGPT in medical education.
 Methods: Focused group discussions with medical faculty and students who had varied levels of ChatGPT experience took place as part of a qualitative study. The main themes and subthemes that emerged from the discussions were identified using a thematic analysis.
 Results: Participants showed a thorough understanding of ChatGPT and its features. The main aspects covered in this study were comprehension and perception of ChatGPT. The gathering and summarizing of data as well as the work and timesaving’s were among the recognized advantages. The probable lack of critical thinking in the facts laid out, the ambiguity of the references, the ability to access limitations, dependence on Chat GPT's output, and the ethical issues were among the primary reasons of concerns and restrictions.
 Conclusions: This study offers significant details about how medical teachers and students view and interact with ChatGPT in medical education. Although Chat GPT's advantages were acknowledged, participants also expressed concerns and limitations that needed further study for its successful integration into medical education. This research ought to explore Chat GPT's effects on learning outcomes, student and faculty satisfaction, and the development of critical thinking skills.
 Keyword: ChatGPT, Medical Education, Medical faculty, Educational technology