Using Chat Generative Pre-Trained Transformer for teaching and learning: A survey among health professions educators

Abstract

Background: Chat Generative Pre-Trained Transformer (ChatGPT) has the potential to transform Health Professions Education (HPE), but its integration into educational practice is likely to be influenced by the knowledge, attitudes and practices of health professions educators. The aim was to assess these educators’ knowledge and awareness, attitudes and practices regarding ChatGPT.
Methods: A cross-sectional study was conducted at a large teaching hospital using a structured questionnaire. Data were collected and analysed quantitatively to compare responses across professional groups.
Results: A convenience sample of 360 healthcare professionals was recruited, comprising medical practitioners (MPs) (46.4%), health and rehabilitation sciences practitioners (HRSP) (13.3%) and nursing practitioners (NP) (40.3%). Most participants (n = 233; 64.9%) were aged 31–50 years and self-identified as female (n = 242; 67.4%). Awareness of ChatGPT was higher among MPs (98.8%) and HRSPs (95.8%), compared with NPs (65.5%). More than half of the respondents (55.3%) agreed that ChatGPT improves teaching and learning and that students should use it (54.9%), while 81.9% supported its further development. Concerns included incorrect information (63.2%), plagiarism (78.0%) and reduced independent thinking (64.5%). The current use was low (34.9%) and only 20 (19.0%) had received prior training. Most respondents reported easy access (81.7%) and requested further training (92.5%).
Conclusion: Differences in knowledge, attitudes and practices exist among health professionals and may influence the integration of ChatGPT into HPE. Further research and targeted artificial intelligence (AI) literacy programmes are recommended to support its implementation.
Contribution: The study provided valuable insights that could contribute to the development of AI-inclusive curricula in HPE.