Healthcare Education Research Articles

Developing the occupational well-being of health care educators in Estonia and Finland – community-based participatory action research

PurposeThe study aims to evaluate the occupational well-being outcomes of the Community-based Participatory Occupational Well-being Intervention for Educators among health care educators.Design/methodology/approachThis study was a community-based participatory action research with pre-test–post-test design, including a year-lasting occupational well-being intervention in the work communities of two higher education institutions for health care in Estonia and one in Finland. Data were collected from Estonian (N = 196) and Finnish health care educators (N = 42) at the pre- and post-intervention by an electronical survey. The intervention included an online occupational well-being course and community-specific development plan, and actions carried out by the Occupational Well-being Development Teams formed in each work community. Data were analysed statistically.FindingsPersonal occupational well-being increased in each work community (post-test median 4, scale 0–5) although statistically significant differences were not found. Satisfaction with the occupational well-being development activities increased, especially in the Finnish work community (pre-test mean 2.5, SD 0.8; post-test mean 3.2, SD 1.2, p = 0.005). The study found some increase in certain aspects of occupational well-being in relation to the development actions.Practical implicationsThis intervention can act as a facilitator in community-level occupational well-being development but requires a longer period to make the changes visible. Although the results of this study cannot be directly generalized, the intervention and good practices conducted can be utilised in the development of occupational well-being in education at national and international levels.Originality/valueThis study adds information to this understudied area of intervention research on promoting health care educators’ occupational well-being.

Use of the measurement tools of TeamSTEPPS®: a scoping review

BackgroundTeamSTEPPS® (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based program developed to train healthcare professionals working in any environment where communication and teamwork are important. Two questionnaires have been developed for the program: Teamwork Attitudes Questionnaire (T-TAQ) and Teamwork Perceptions Questionnaire (T-TPQ). The aim of this scoping review is to explore and describe the current research regarding those measurement tools across the health sciences education continuum, and consider where, when, how and with whom these tools are being used.MethodsThe study was conducted, planned, and reported according to the PRISMA-ScR checklist. PubMed and Web of Science databases were searched with the keyword, ″TeamSTEPPS″ in December 2023.ResultsForty-nine studies using any or both of T-TAQ and T-TPQ were considered eligible for this review. Twenty one of the studies were conducted with students, particularly nursing students; and twenty eight with health professionals, particularly nurses. TeamSTEPPS® training was conducted for both students and health professionals in 30 of the studies. T-TAQ was used in 26 of the studies; and T-TPQ in 17 studies. Both tools were used together in six of the studies. These measurement tools were applied to the students just before and after the training in 15 studies; and to the health professionals in five of the studies.ConclusionT-TAQ and T-TPQ were used in the studies involving the students and healthcare professionals with or without educational programs at all levels of healthcare education continuum and service, and were applied at various time intervals according to the aim of gathering data on the teamwork constructs seperately or holistically.

Exploring professional development perceptions among health and social care educators: A cross-sectional study with cluster analysis

Exploring professional development perceptions among health and social care educators: A cross-sectional study with cluster analysis

Healthcare educators experience in supporting student well-being: A scoping review

Healthcare educators experience in supporting student well-being: A scoping review

Educating healthcare workers in snakebite management: A study to determine the effectiveness of the snake bite life support workshop.

Snakebite envenomation is a significant global health issue, with India bearing a substantial burden. Despite the development of guidelines, knowledge gaps and lack of training persist among healthcare workers (HCWs), contributing to high morbidity and mortality. This study aimed to evaluate the impact of the Snake Bite Life Support (SBLS) workshop on HCWs' knowledge, practices, self-efficacy, and advocacy skills in snakebite management. A pre-post interventional study was conducted during the SBLS workshop at a tertiary care center in May 2024. HCWs' knowledge, practical skills, self-efficacy, and advocacy skills were assessed using standardized questionnaires and a modified General Self-Efficacy (GSE) scale, both before and after the workshop. Data were analyzed using SPSS v25.0, employing paired t-tests and Wilcoxon signed-rank tests for comparison. Forty-one HCWs completed the pre- and post-workshop assessments. Significant improvements were observed in knowledge, particularly in avoiding false positive 20-min whole blood clotting test (20WBCT) results (p=0.020) and premedication for antivenom (p<0.001). Participants reported a marked increase in self-efficacy across all GSE parameters and demonstrated enhanced advocacy intent in resource management, policy influence, and educational outreach. The workshop influenced practice changes, notably reducing the administration of antivenom in confirmed hump-nosed pit viper bites. The SBLS workshop effectively enhanced HCWs' knowledge, management practices, self-efficacy, and advocacy intentions, emphasizing the need for integrating such training into healthcare education to drive systemic change in snakebite management and improve patient outcomes. Future studies should focus on long-term impacts and broader implementation.

Comparing the Effectiveness of ChatGPT3.5 and Bing GPT4 as Supplementary Resources to Enhance the Teaching, Learning, and Assessment of Human Anatomy

Introduction: Artificial intelligence (AI) has shown promise in revolutionizing healthcare education by providing efficient and beneficial learning opportunities for students and reducing the workload for educators. Materials and methods: This study was conducted from September 2023 to October 2023 assessing the accuracy, relevance, comprehensiveness, and user-friendliness of responses given by ChatGPT3.5 and Bing GPT4 on human anatomy. Results: Both AI tools were able to provide detailed descriptions of gross anatomy, human embryology, and histology. While both showed a need for improvement in generating sample questions, Traditional methods still offer superior accuracy and relevance compared to AI Chatbots. But Chatbots provide personalized and convenient responses. Conclusion: As AI technology continues to evolve, caution should be exercised in using AI tools for anatomy education, as their capabilities and performance may change over time.

Co-designing a pedagogical model for immersive virtual environments in healthcare education

ABSTRACT Technology is flooding the healthcare sector, making it essential to advance pedagogy in conjunction with technology. The aim of this study was to inquiry about participants` learning experience with IVR application and to co-design a pedagogical model for using IVR in healthcare education. The study employed a design-based approach utilizing several data gathering and analysis methods. After each learning experience, data were gathered through an online questionnaire utilizing the standardized simulation design scale. After the experiment, participants co-designed a pedagogical framework based on their learning experience. Data were analyzed using qualitative methods and descriptive statistics (M, MD). Altogether, the study involved 47 informants. Based on the data analysis, the participants were generally satisfied with IVR and believed it offered enhanced possibilities for training, although there were doubts about whether it actually helped them learn. Participants valued the support provided by the facilitators, whereas statements concerning the fidelity of the scenarios scored lowest. The pedagogical framework was developed based on the data. The study’s results can be utilized when designing immersive learning experiences for healthcare students and professionals.

Transforming Healthcare Delivery: Strengthening Nurse Engagement in Patient-Centered Care Practice

The evolving landscape of healthcare delivery necessitates a robust commitment to patient-centered care (PCC), with nurse engagement playing a pivotal role in achieving this goal. This study explores strategies to enhance nurse engagement in PCC practices by employing qualitative research methods, including a comprehensive literature review and library research. The analysis draws on scholarly articles, case studies, and frameworks that underscore the importance of empowering nurses in clinical decision-making, fostering interdisciplinary collaboration, and integrating holistic approaches to patient care. Findings reveal that nurse engagement significantly contributes to improved patient outcomes, satisfaction, and care efficiency. Furthermore, institutional support, continuous professional development, and a culture of shared leadership are critical enablers of nurse engagement in PCC. By synthesizing existing evidence, this study offers actionable recommendations for healthcare policymakers, practitioners, and educators to foster a supportive environment for nurses. These recommendations emphasize the need for targeted interventions to address barriers such as workload, resource constraints, and organizational hierarchies that impede effective engagement. This research underscores the transformative potential of engaged nursing practices in advancing healthcare systems toward a more compassionate and patient-centered future.

Enhancing the understanding of safety and the quality of patient care among medical and health sciences students in interprofessional climate: an interventional study

BackgroundInterprofessional education (IPE) plays an essential role in improving healthcare outcomes through achieving shared understanding. Unfortunately, most healthcare professionals have not received training for patient safety (PS) in an interprofessional setting, which can meet the societal medical needs. This study aimed to foster the understanding of senior medical, dental, pharmacy and health sciences students about PS and quality of care at the University of Sharjah (UoS) in UAE.MethodsUsing a convenience sampling technique, we recruited students from the College of Medicine (CoM), College of Pharmacy (CoP), College of Dental Medicine (CDM), and College of Health Sciences (CHS) of UoS. The study was conducted in spring 2023, and an ethical approval was obtained from the UoS Research Ethics Committee (REC-21–12-12). After a thorough literature search, a bespoke English language questionnaire was developed covering three domains—medical professionalism, leadership in healthcare, and precision medicine. To ensure its validity across different settings, cultural adaptation was ensured with reiterative revision among the panel of experts. The online synchronous real-time workshop included interactive resource sessions, breakout room discussions using real clinical cases, and pre-post surveys using the questionnaire.ResultsA total of 248 students and 20 facilitators participated in the workshop. CoM had the highest representation (47.5%), followed by CoP (36.5%), CHS (13.3%), and CDM (2.7%). There was a statistically improved understanding of the participants, as reflected by significantly high scores of post-test survey in all domains of PS across all colleges (p < 0.001). Notably, students in years four and five from CoM and CoP showed significant improvement in their perceptions than other colleges (p < 0.001). The participants encountered challenges of weak internet connections, software issues, technical failures, and power outages during the workshop.ConclusionThis study highlights the positive impact of an IPE-based interventional workshop on students' attitudes, perceptions, and insights about PS and quality of care. Students' understanding and insights of PS and quality of care underscore the paramount role of IPE in improving perceptions and approaches towards PS in the context of healthcare education.

Critical Incident Stress in Healthcare Education: An Integrative Review.

Healthcare professionals' repeated exposure to critical incidents can cause various physical and psychological symptoms with potentially severe personal and professional consequences. Healthcare students' exposure to critical incidents begins during their clinical education. Despite known consequences, healthcare education has yet to implement a standardized approach for preparing students for critical incidents. Critical incident stress management, one identified program, has been utilized in healthcare organizations. However, formal critical incident stress management programs may not be appropriate for healthcare education with requirements to educate students on the clinical knowledge, skills, and judgment needed during critical incidents. The purpose of this review was to determine the state of the science related to critical incident stress in the context of healthcare education. A literature search was conducted, and peer-reviewed articles were included. Four articles were identified for inclusion, signaling a need for more research on critical incident stress in healthcare education. The available literature suggests that students are impacted by critical incident stress. The studies in this review did not incorporate critical incident stress or components of critical incident stress management programs into their overall curricula or educational programs. The studies did demonstrate that students may be positively or negatively influenced by critical incident stress. Critical incident stress programs are not widely incorporated into healthcare education; however, it has been demonstrated that a standardized approach to preparing and supporting students is needed. Future studies need to determine if critical incident stress should be integrated into healthcare education and the outcomes.

Transforming Care Through Co-Design: Developing Inclusive Caregiver-Centered Education in Healthcare

Background: Family caregivers provide most (75–90%) of the essential unpaid care and support for individuals living with chronic conditions, disabilities, and age-related needs in the community, with about half performing medical tasks traditionally performed by professionals. Caregivers also assist with 15 to 35% of the care in congregate care settings. Yet despite their critical contributions to patient care, caregivers face stress, declining well-being, and insufficient recognition in healthcare systems. Addressing these challenges requires innovative, person-centered approaches to training healthcare providers. Co-design or co-production are participatory research methods that involve individuals with lived experience to ensure relevance and impact. Objective: This study sought to understand how participatory co-design principles influenced learning, collaboration, and engagement among diverse participants in developing a caregiver-centered education program for healthcare providers. Actionable recommendations for optimizing co-design processes are provided. Methods: Eighty-five participants from a team of 155 collaborators, including caregivers, healthcare providers, educators, policymakers, and leaders, participated in ten focus group sessions conducted in Zoom breakout rooms. Interviews were transcribed verbatim and analyzed using Thorne’s interpretive description and Braun and Clarke’s reflexive thematic analysis. Results: Participants described the co-design process as fostering collaboration, inclusivity, and skill enhancement. Exposure to diverse perspectives expanded transformative understanding and prompted reflection on caregiver support within professional practices. Skilled facilitation ensured equitable engagement. Challenges included information overload and personal time constraints. Participants liked using breakout rooms to mitigate the dynamics of large group management. Still, they recommended pre-meeting materials, flexible scheduling, and expanding stakeholder diversity (e.g., rural, Indigenous, and immigrant caregivers). Conclusions: Co-design fosters meaningful, caregiver-centered education through collaboration and inclusivity. Addressing logistical challenges and representation gaps can further enhance the impact of co-design and empower multi-level, interdisciplinary partners to inform equitable healthcare education.

Co-designing interprofessional education in primary healthcare: an illustration from the Make My Day stroke prevention project

ABSTRACT The aim of this paper is to describe a research process of actively engaging stakeholders using co-design in the development of interprofessional education and a health intervention program targeting stroke prevention. Stakeholders included potential patients, healthcare professionals, and healthcare experts/researchers. Collaborating through co-design can be utilized in developing primary healthcare interventions including educational strategies for interprofessional learning. In this paper, an intervention in primary healthcare (Make My Day) will be used to illustrate how co-design was applied, partly as a method for developing educational resources together with stakeholders, and partly by engaging interprofessional healthcare teams in adapting intervention materials to address the needs of groups more specifically at risk of stroke in local contexts. There is a need to actively involve stakeholders, build on user experiences, and integrate interprofessional knowledge in the design and evaluation of health interventions. However, there is a lack of detailed accounts about how this can be accomplished. This study illustrates collaborative research process components and thus contributes with knowledge about how co-design methods can be applied in health intervention design as well as in interprofessional education within primary healthcare settings.

A systematic review of the impact of artificial intelligence on educational outcomes in health professions education

BackgroundArtificial intelligence (AI) has a variety of potential applications in health professions education and assessment; however, measurable educational impacts of AI-based educational strategies on learning outcomes have not been systematically evaluated.MethodsA systematic literature search was conducted using electronic databases (CINAHL Plus, EMBASE, Proquest, Pubmed, Cochrane Library, and Web of Science) to identify studies published until October 1st 2024, analyzing the impact of AI-based tools/interventions in health profession assessment and/or training on educational outcomes. The present analysis follows the PRISMA 2020 statement for systematic reviews and the structured approach to reporting in health care education for evidence synthesis.ResultsThe final analysis included twelve studies. All were single centers with sample sizes ranging from 4 to 180 participants. Three studies were randomized controlled trials, and seven had a quasi-experimental design. Two studies were observational. The studies had a heterogenous design. Confounding variables were not controlled. None of the studies provided learning objectives or descriptions of the competencies to be achieved. Three studies applied learning theories in the development of AI-powered educational strategies. One study reported the analysis of the authenticity of the learning environment. No study provided information on the impact of feedback activities on learning outcomes. All studies corresponded to Kirkpatrick’s second level evaluating technical skills or quantifiable knowledge. No study evaluated more complex tasks, such as the behavior of learners in the workplace. There was insufficient information on training datasets and copyright issues.ConclusionsThe results of the analysis show that the current evidence regarding measurable educational outcomes of AI-powered interventions in health professions education is poor. Further studies with a rigorous methodological approach are needed. The present work also highlights that there is no straightforward guide for evaluating the quality of research in AI-based education and suggests a series of criteria that should be considered.Trial registrationMethods and inclusion criteria were defined in advance, specified in a protocol and registered in the OSF registries (https://osf.io/v5cgp/). Clinical Trial number: not applicable.

The Perceived Benefits of Assistive Technologies for Children with Cerebral Palsy, Families and Caregivers: A Systematic Review

Cerebral palsy is a neurodevelopmental condition that occurs pre-birth, during birth or post-birth. It often results in motor impairments and associated challenges that significantly affect functional independence and quality of life. Assistive technologies play a critical role in enhancing function and independence for young people affected by this condition. This systematic review aimed to identify the perceived benefits of such technologies for children with cerebral palsy, their families and caregivers. A systematic search of the literature identified nine articles that met the inclusion criteria. The review used meta-ethnography as its methodology, applying an interpretive approach to translate concepts across studies and generate new insights. Four third-order interpretations were identified. The first was Identity and belonging: enhancing self-esteem, motivation, independence, and improving posture and mobility. The second was Inclusion and participation: children’s willingness, relationships and parents’ perception. The third was Environmental barriers at home and school. And the fourth was Challenges in assistive technology: aesthetics, usability, knowledge gaps and the need for ongoing support. The findings highlight how assistive technologies address both physical and social challenges, improving developmental opportunities and enhancing independence, social participation and quality of life. Tailoring devices to real-world needs and strengthening collaboration among healthcare professionals, educators and families are essential for promoting children’s functional performance, well-being and inclusion in society.

The Impact of Special Terminals on Community Health Empowerment in the Barito River Basin, Central Kalimantan Province: Advancing Community Well-Being

Objective: This study examines the impact of specialized terminals on public health in Barito Selatan Regency, with a focus on mitigating stunting and improving access to essential health services. It aims to optimize the role of these terminals in community empowerment, reducing stunting prevalence, alleviating poverty, and fostering a sustainable socio-economic ecosystem in alignment with Sustainable Development Goal (SDG) 3 on Good Health and Well-being. Theoretical Framework: Grounded in social welfare and community empowerment theories, the study draws from Bentham’s utility, Sen’s capabilities, and Kartasasmita’s participation principles. Public health frameworks from Marmot, WHO, and Jones link health determinants, infrastructure, and welfare to guide the analysis. Method: A quantitative approach surveyed 400 households within 1 km of specialized terminals using structured questionnaires. Health resilience was assessed via the Berdaya Kesehatan indicator. Structural Equation Modeling (SEM) with SmartPLS 4.0 analyzed relationships among transport infrastructure, community empowerment, and social welfare. Results and Discussion: Findings reveal that specialized terminals significantly contribute to community health empowerment by enhancing access to healthcare, mitigating stunting, and improving social welfare. The results underscore the pivotal role of transport infrastructure and community-centered programs in promoting sustainable development. Research Implications: The study emphasizes the importance of integrated health programs, robust infrastructure, and CSR initiatives in improving public health outcomes. Policymakers are encouraged to prioritize investments in healthcare access, sanitation, and education to achieve sustainable and equitable impacts. Originality/Value: This research provides a novel perspective by linking specialized terminals and CSR initiatives to public health outcomes, offering actionable insights into innovative public-private partnerships to reduce disparities and enhance health resilience in pursuit of SDG 3.

Unveiling the conceptual and intellectual map of care bundle research in ICUs: Trends, key issues, and collaborative networks.

Care bundles are evidence-based practices intended to improve patient outcomes and have become a significant focus in intensive care. This study aims to identify research trends, key topics, leading researchers, and significant collaborations in care bundle research within ıntensive care units by mapping the conceptual and intellectual structure of the field. Data were collected from the Web of Science database, covering publications from 2010 to 2024. The search terms included 'bundle*' or 'bundle* care' and 'intensive care unit' or 'critical care'. The analysis used tools like the Biblometrix package in R and VOSviewer, focusing on performance metrics, co-citation analysis, co-occurrence network analysis, and thematic mapping. The annual growth rate of publications on care bundles is 6.26%. The most prolific journals include Critical Care Medicine, the American Journal of Infection Control, and Infection Control and Hospital Epidemiology. Thematic mapping shows research is concentrated on critical areas such as infection control, patient safety, and quality improvement. While some themes, like 'intensive care units' and 'central line-associated bloodstream infection', are well-developed and central, others like 'maternal safety consensus' and 'safety consensus bundle' are highly developed but less central. Emerging themes like 'acute kidney injury' suggest potential areas for future research. This bibliometric analysis offers a comprehensive overview of intensive care unit care bundle research, highlighting a strong focus on critical issues like infection control, patient safety, and care quality improvement. The study provides crucial insights for clinical practice by identifying key research trends and underexplored topics related to intensive care unit care bundles. These findings can guide the development of more effective care protocols, promote multidisciplinary collaboration, and enhance healthcare professional education, ultimately contributing to optimized patient care and high standards in the intensive care unit through improved care bundle implementation.

Heritage Characterisation and Preservation Strategies for the Original Shantung Christian University Union Medical College (Jinan)—A Case of Modern Mission Hospital Heritage in China

At the turn of the 20th century, Christian and Catholic churches in Western nations established numerous mission hospitals in non-European regions. In China, mission hospitals represent a significant category of modern architectural heritage, symbolising advancements in healthcare and medical education while also serving as historical artifacts of early cultural interactions between China and the West. With ongoing developments in medical technology, these mission hospital structures no longer meet contemporary healthcare demands; many have been repurposed or temporarily abandoned. Preserving and effectively repurposing mission hospital heritage has thus emerged as a critical issue. In the present study, the Shantung Christian University Union Medical College was examined as a case study in addressing this challenge. The site retains the original Outpatient Building, Inpatient Building, Medical Teaching Building, and other architectural heritage and has preserved the original mixed Chinese and Western architectural styles. A combination of historical research, field investigation, and historic layering was adopted in the present study, drawing primarily on data from historical maps, satellite images from different periods, aerial photography from drones, architectural drawings, and other relevant historical data. Through case studies, methods for characterising and identifying the landscape and architectural heritage of mission hospitals were explored. Principles for the preservation and regeneration of the heritage of church hospitals were also proposed, with a view to providing a reference for the study and preservation of this type of heritage.

P0534 School-related challenges in paediatric Inflammatory Bowel Diseases and the role of patient associations: results from a national survey of over 350 italian paediatric patients

Abstract Background In patients with IBD quality of life (QoL) is a fundamental long-term therapeutic target1. Given the significant role that school plays in the daily lives of paediatric patients, understanding its impact on their QoL is crucial2. The present study aimed to evaluate patients’ perspectives on their relationship with school, with the goal of identifying areas for practical improvement. Methods An anonymized survey was distributed (02/2020-11/2024) to all paediatric IBD patients and families registered with the Italian patient association AMICI. Data collected included disease type, sex and school grade (primary, secondary school, college), along with disease awareness and responses to a 20-item questionnaire evaluating various aspects of the school experience (Table 1). Questions included binary (yes/no) or ternary (often/sometimes/never) response options. Results A total of 362 patients (54% females; median age 16 years, IQR 13-18) responded to the survey, with the majority attending secondary school or college (326/362, 90%). Most respondents reported being aware of their disease (327/362, 90%; 38% with Crohn’s disease, 48% with ulcerative colitis) and its chronic nature (311/362, 86% - Table 2). While a significant proportion (269/362, 74%) expressed a positive attitude towards school and had disclosed their condition to at least 1 person within the school environment (286/362, 79%), several challenges were identified. In terms of empathy, only 25% (91/362) and 23% (84/362) felt to be often understood by teachers and peers, respectively. Toilet access was problematic, with just 48% (172/362) reporting unrestricted access and 62% (225/362) expressing fear of using school bathrooms (Table 1). Additionally, 25% (91/362) reported being teased due to their condition, while 22% (80/362) experienced direct aggression and/or physical/verbal bullying. Almost half (172/362, 48%) attended school despite feeling unwell to avoid criticism, with a minority having access to a support teacher (54/362, 15%) or opportunities to catch up on missed lessons (191/362, 53%). To address these issues, patients’ suggestions were training programs to educate teachers/peers (108/362, 29%) and practical improvements in restroom access/organization and absences management (51/362, 14%). Conclusion Despite existing awareness campaigns, national/international initiatives to educate school staff/peers and foster understanding should be implemented to ensure a more inclusive school environment, improving paediatric IBD QoL. Patient associations can play a pivotal role by identifying patients daily needs and facilitating collaboration between healthcare providers, educators and policymakers to develop tailored programs addressing emergent challenges.

Unlocking Urban India’s Awareness of Oral Anticoagulation: Implications for Healthcare Education

Unlocking Urban India’s Awareness of Oral Anticoagulation: Implications for Healthcare Education

Health profession students’ perceptions of ChatGPT in healthcare and education: insights from a mixed-methods study

ObjectiveThe aim of this study was to investigate the perceptions of health profession students regarding ChatGPT use and the potential impact of integrating ChatGPT in healthcare and education.BackgroundArtificial Intelligence is increasingly utilized in medical education and clinical profession training. However, since its introduction, ChatGPT remains relatively unexplored in terms of health profession students' acceptance of its use in education and practice.DesignThis study employed a mixed-methods approach, using a web-based survey.MethodsThe study involved a convenience sample recruited through various methods, including Faculty of Medicine announcements, social media, and snowball sampling, during the second semester (March to June 2023). Data were collected using a structured questionnaire with closed-ended questions and three open-ended questions. The final sample comprised 217 undergraduate health profession students, including 73 (33.6%) nursing students, 65 (30.0%) medical students, and 79 (36.4%) occupational therapy, physiotherapy, and speech therapy students.ResultsAmong the surveyed students, 86.2% were familiar with ChatGPT, with generally positive perceptions as reflected by a mean score of 4.04 (SD = 0.62) on a scale of 1 to 5. Positive feedback was particularly noted with respect to ChatGPT's role in information retrieval and summarization. The qualitative data revealed three main themes: experiences with ChatGPT, its impact on the quality of healthcare, and its integration into the curriculum. The findings highlight benefits such as serving as a convenient tool for accessing information, reducing human errors, and fostering innovative learning approaches. However, they also underscore areas of concern, including ethical considerations, challenges in fostering critical thinking, and issues related to verification. The absence of significant differences between the different fields of study indicates consistent perceptions across nursing, medicine, and other health profession students.ConclusionsOur findings underscore the necessity for continuous refinement to enhance ChatGPT's accuracy, reliability, and alignment with the diverse educational needs of health professions. These insights not only deepen our understanding of student perceptions of ChatGPT in healthcare education but also have significant implications for the future integration of AI in health profession practice. The study emphasizes the importance of a careful balance between leveraging the benefits of AI tools and addressing ethical and pedagogical concerns.