ChatGPT showcases exceptional conversational capabilities and extensive cross-disciplinary knowledge. In addition, it can perform multiple roles in a single chat session. This unique multi-role-playing feature positions ChatGPT as a promising tool for exploring interdisciplinary subjects. The study intended to evaluate ChatGPT's competency in addressing interdisciplinary inquiry, using a case study on exploring the opportunities and challenges of chatbot uses in sports rehabilitation. We developed a model termed PanelGPT to assess ChatGPT's competency in addressing interdisciplinary topics through simulated panel discussions. Taking chatbot uses in sports rehabilitation -an interdisciplinary topic -as an example, we prompted ChatGPT through PanelGPT to role-play a physiotherapist, psychologist, nutritionist, AI expert, and an athlete in a simulated panel discussion. During the simulation, we posed questions to the panel, while ChatGPT acted as both the panelists for responses and the moderator for steering the discussion. We performed the simulation using ChatGPT-4 and evaluated the responses by referring to literature and our human expertise. By tackling questions related to chatbot uses in sport rehabilitation on patient education, physiotherapy, physiology, nutrition, and ethical consideration, responses from the ChatGPT-simulated panel discussion reasonably pointed to the benefits such as 24/7 support, personalized advice, automated tracking, and reminders. It also correctly emphasized the importance of patient education and identified challenges such as limited interaction modes, inaccuracies in emotion-related advice, assurance of data privacy and security, transparency in data handling, and fairness in model training. It also stressed that chatbots are to assist as a co-pilot, not to replace human healthcare professionals in the rehabilitation process. ChatGPT exhibits strong competency in addressing interdisciplinary inquiry by simulating multiple experts from complementary backgrounds, with significant implications in assisting medical education. Not applicable.