PERCEPTIONS OF TEACHERS IN MEDICAL COLLEGES REGARDING CHATGPT USE IN ACADEMICS: A QUALITATIVE STUDY

Abstract

Background: The integration of artificial intelligence tools like ChatGPT in higher education is rapidly expanding. In medical education, these tools have the potential to support teaching, learning, and research. However, the perceptions of medical college teachers regarding their use remain underexplored.

Objectives: To explore the perceptions of teachers in medical colleges regarding the use of ChatGPT in academic activities, focusing on its perceived benefits, challenges, and implications for medical education.

Methodology: Employing a qualitative research design, conducted in-depth interviews with teachers from four different public and private sector medical colleges in Peshawar, adopting the Purposive Sampling Technique. The data was transcribed and thematically analysed.

Results: The study uncovered several salient themes from the analysis. The participants revealed that it was easier to use as compared to other search engines and considered it a time- and effort-saving tool. Despite these benefits, some participants expressed concerns that it reduces the cognitive abilities of students and prompts them to engage in plagiarism and cheating. The participants also stated coping strategies for the risk posed by ChatGPT, which include global awareness about its rightful use and limiting its usage. The participants expressed contrasting views when asked about the fate of ChatGPT in future medicine.

Conclusion: This qualitative study provides valuable insights into the perceptions of teachers in medical institutions about the use of ChatGPT. While findings provide benefits and the risks they pose, they also provide coping strategies to mitigate these risks.