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PreprintCited by 44Artificial Intelligence in Healthcare and EducationArtificial Intelligence in EducationInnovations in Medical Education

Exploring Perceptions and Experiences of ChatGPT in Medical Education: A Qualitative Study Among Medical College Faculty and Students in Saudi Arabia

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Abouammoh, Noura, Alhasan, Khalid, Raina, Rupesh, Malki, Khalid A., Aljamaan, Fadi, Tamimi, Ibraheem, Muaygil, Ruaim, Wahabi, Hayfaa +5 more·2023·medRxiv
DOI 10.1101/2023.07.13.23292624
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Abstract

Background: With the rapid development of artificial intelligence (AI) technologies, there is a growing interest in the potential use of AI-based tools like ChatGPT in medical education. However, there is limited research on the perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia. Objective: This study aimed to explore the knowledge, perceived benefits, concerns, and limitations of using ChatGPT in medical education, among faculty and students at a leading Saudi Arabian university. Methods: A qualitative study was conducted, involving focused meetings with medical faculty and students with varying levels of ChatGPT experience. A thematic analysis was used to identify key themes and subthemes emerging from the discussions. Results: Participants demonstrated good knowledge of ChatGPT and its functions. The main themes were: (1) knowledge and perception of ChatGPT, and (2) roles of ChatGPT in research and medical education. The perceived benefits included collecting and summarizing information and saving time and effort. However, concerns and limitations centered around the potential lack of critical thinking in the information provided, the ambiguity of references, limitations of access, trust in the output of ChatGPT, and ethical concerns. Conclusions: This study provides valuable insights into the perceptions and experiences of medical faculty and students regarding the use of ChatGPT in medical education. While the benefits of ChatGPT were recognized, participants also expressed concerns and limitations requiring further studies for effective integration into medical education, exploring the impact of ChatGPT on learning outcomes, student and faculty satisfaction, and the development of critical thinking skills.

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Crossref · 10.1101/2023.07.13.23292624

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  • There is a disparity in awareness and understanding of AI and ChatGPT among healthcare students across different regions, and a lack of consensus concerning the role and utility of these technologies in medical education.

    “These findings suggest a disparity in awareness and understanding of AI and ChatGPT among healthcare students across different regions, and reveal a lack of consensus concerning the role and utility of these technologies in medical education.”

    From Health profession students' perceptions of ChatGPT in healthcare and education: insights from a mixed-methods study (2025) · cites this paper as [1]

    The Conclusion (page not provided) reports both perceived benefits and concerns about ChatGPT, while §2.2 describes differing views on its use in teaching. These passages support varied views of its role and utility, but this Saudi Arabian study does not establish a disparity in students’ awareness or understanding across regions. (LLM, conf=0.82)

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  • Eight studies examined the knowledge, attitudes, and skills of medical students and educators regarding LLMs, specifically ChatGPT; students generally expressed a more positive attitude toward LLMs than practicing physicians; those more knowledgeable about LLMs tended to hold a more positive attitude and were more likely to use them for educational purposes; and concerns were raised regarding the

    “Eight studies examined the knowledge, attitudes, and skills of medical students and educators regarding LLMs, specifically ChatGPT [24, 26–29, 79–81]. Students generally expressed a more positive attitude toward LLMs than practicing physicians, showing optimism about their potential to support learners and educators [81]. Those who were more knowledgeable about LLMs tended to hold a more positive”

    From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [26]

    Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

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  • These studies involved faculty and mostly medical students, but also other health-related students from countries worldwide, including Europe, the Middle East, northern and sub-Saharan Africa, North America, Asia, Australia, and New Zealand.

    “These studies involved faculty and mostly medical students, but also other health-related students from countries worldwide, including Europe, the Middle East, northern and sub-Saharan Africa, North America, Asia, Australia, and New Zealand [24–29].”

    From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [26]

  • Medical education can benefit significantly from AI-driven tools like ChatGPT.

    “Medical education can benefit significantly from AI-driven tools like ChatGPT.”

    From A Systematic Review and Meta-Analysis of Artificial Intelligence Tools in Medicine and Healthcare: Applications, Considerations, Limitations, Motivation and Challenges (2024) · cites this paper as [16]

  • ChatGPT's ability to explain intricate medical terminology in a comprehensible manner aids in knowledge acquisition, fostering continuous learning and improving medical literacy.

    “Its ability to explain intricate medical terminology in a comprehensible manner aids in knowledge acquisition, fostering continuous learning and improving medical literacy [6,9,13,14,15,16,17,18,19,20,21,22,23].”

    From A Systematic Review and Meta-Analysis of Artificial Intelligence Tools in Medicine and Healthcare: Applications, Considerations, Limitations, Motivation and Challenges (2024) · cites this paper as [16]

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  1. Dhakal K. NVivo. J Med Libr Assoc. 2022;110(2):270-2.

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Authors
Abouammoh, N., Alhasan, K., Raina, R., Malki, K. A., Aljamaan, F., Tamimi, I., Muaygil, R., Wahabi, H., Jamal, A., Al-Tawfiq, J. A., Al-Eyadhy, A., Soliman, M., & Temsah, M.-H.
Affiliations
  • King Saud Medical City (SA)
  • King Faisal Specialist Hospital & Research Centre (SA)
  • Cleveland Clinic Akron General (US)
  • King Saud University (SA)
Corresponding author
Temsah, Mohamad-Hani
ORCID
Venue
medRxiv
Publisher
openRxiv
Published
2023-07-16
DOI
10.1101/2023.07.13.23292624
OpenAlex
W4384457692
Cited by
44
References
24
Citations by year
2026: 4 · 2025: 18 · 2024: 18 · 2023: 4
Type
posted content
Language
en
Open access
Licence
cc-by-nc-nd
Locations
medRxiv (acceptedVersion, cc-by-nc-nd)
Topics
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
ChatGPT, large language models, artificial intelligence in medical education, teacher perceptions, student perceptions, perceived benefits, ethical considerations, critical thinking, trust in AI outputs, Saudi Arabia

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