EXPLORING PERCEPTIONS AND EXPERIENCES OF CHAT-GPT IN MEDICAL EDUCATION: A QUALITATIVE STUDY AMONG UNDER-GRADUATES AND POST-GRADUATE STUDENTS

Asad Ullah Makhdoom; Muhammad Faraz Jokhio; Aatir Hanif; Hudebia Allah Buksh

doi:10.46903/gjms/23.4.2128

EXPLORING PERCEPTIONS AND EXPERIENCES OF CHAT-GPT IN MEDICAL EDUCATION: A QUALITATIVE STUDY AMONG UNDER-GRADUATES AND POST-GRADUATE STUDENTS

Asad Ullah Makhdoom, Muhammad Faraz Jokhio, Aatir Hanif, Hudebia Allah Buksh

Abstract

Background: In medical education, AI emerged as a transformative force, offering innovative tools to enhance learning, improve clinical reasoning, and bridge gaps in traditional curricula. The objective of this study was to find the perceptions & experiences of Chat-GPT in Medical Education among Undergraduates and Post-Graduate students.

Materials & Methods: This qualitative, cross-sectional research was conducted at the Department of Orthopaedic Surgery & Traumatology at Liaquat University of Medical and Health Sciences, Jamshoro, Pakistan. A total of 30 participants were recruited, 15 undergraduate and 15 post-graduate students. The study participants were included in their clinical years. Participants who had prior knowledge of AI-based tools or expressed an interest in exploring innovative learning methods. The inclusion criteria required participants to be enrolled in the clinical phase of their medical education, as they would have the necessary foundational knowledge to engage with ChatGPT effectively. Data was collected through pre- and post-session interviews, which were conducted with each participant.

Results: A total of 30 participants, comprising 15 undergraduates and 15 post-graduate medical students, were interviewed before and after their interaction with ChatGPT. Twenty-five out of thirty (83%) of participants reported improved ability to approach differential diagnoses after engaging with ChatGPT. Eighty-three percent of students appreciated ChatGPT’s ability to present logical diagnostic pathways, simulate case scenarios, and offer instant feedback. Forty percent (12/30) of students expressed their concerns about occasional inaccuracies or oversimplified answers from ChatGPT. Some post-graduate students noted the lack of deep reasoning in complex or context-specific clinical scenarios.

Conclusions: This study demonstrated that ChatGPT provides significant benefits across multiple learning domains, including enhanced clinical reasoning, improved communication skills, support for self-directed learning, and adequate supplementation of traditional curricula.

Keywords

Chat GPT; Medical Education; Education; Qualitative research, Perception and experience of Chat GPT.

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DOI: https://doi.org/10.46903/gjms/23.4.2128