Knowledge, Attitudes, and Practices Toward ChatGPT and Artificial Intelligence Among Medical and Health Science Students: A Cross-Sectional Survey

Authors: Jia Xian Ong, Thirupathirao Vishnumukkala, Nilesh Kumar Mitra

ABSTRACT

Background: ChatGPT, a prominent large language model introduced in 2022, has dramatically impacted education by providing answers to various questions and improving the learning experience. Despite its potential benefits, concerns about ethics, plagiarism, and academic integrity have limited its widespread use in medical and health sciences education. Students recognise the significant applicability of Artificial intelligence (AI) across specific medical domains. However, there is a lack of substantial evidence on the incorporation of formal AI education into medical curricula, and students’ limited understanding of their AI knowledge gaps.

Objective: This study aimed to assess medical and health sciences students’ understanding of artificial
intelligence, as well as their usage patterns of ChatGPT and other AI applications. We aimed to understand their perspectives on the integration of AI tools within the educational environments at IMU
University in Malaysia.

Methodology: An online survey with 15 items was conducted among students at IMU University in
Malaysia over a two-week period in March 2023. The study received 55 anonymous responses, which
were organized into three sections: student utilisation and perceptions of ChatGPT, other AI applications
used by students, and opinions on AI in educational contexts.

Results: While 85% (n=47) of students recognised AI and machine learning, only 23% (n=13) understood the differences between the two concepts. Almost all students (98%, n=54) were aware of ChatGPT, with 63% (n=35) reporting regular use. Students mainly used ChatGPT for entertainment (54%, n=30) and as a search tool (47%, n=26), while 31% (n=17) utilised it for revision and 27% (n=15) for completing tasks. Furthermore, 75% (n=41) of students supported the integration of AI into educational activities, emphasising its benefits in accessibility, convenience, and time efficiency. Views on the use of AI in assessments were divided, with 38% (n=21) opposing its use due to concerns about academic integrity, over-reliance, and difficulties in assessing genuine understanding.

Conclusions: Although 75% (n=41) of students supported AI integration in teaching and learning, significant concerns were identified regarding ethical use, academic integrity, and the risk of over reliance on AI-generated content. These findings underscore the need for the structured and early integration of AI literacy within health sciences and dental education curricula, ensuring that students develop the critical appraisal skills necessary to engage responsibly with AI tools in their future clinical practice.

Keywords: ChatGPT, Artificial Intelligence, Medical Education, Student Attitudes

Citations: IeJSME 2026 Vol 20 (1): 06-16