Author: Pei Kuan Lai

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

Authors: Mohamed Abd Elwahab Eltanahy, Nor Zanariah Binti Zainol Abidin, Xin Yi Hong, Kanisha Anbalagan, Kavillashini Manimaran, Sze Ming Khor, Boon Yan Kua, Ricca Yuen Foong Leong, Sherreen Elhariri

ABSTRACT

Introduction: This study aims to assess the knowledge, perceptions, and practices of the general population in Negeri Sembilan regarding the prevention of healthcare-associated infections (HAIs).

Methods: This cross-sectional study was conducted in Negeri Sembilan, Malaysia, from January to March 2025, targeting adults aged 18 and above through convenience sampling at public locations. Using a validated trilingual questionnaire, data were collected on participant sociodemographic characteristics, knowledge, perception, and practices related to HAIs, with statistical analysis performed using SPSS version 29.0.

Results: A total of 400 respondents participated in the study, with females comprising 58.25% of the sample and the largest age group being 18–30 years old (38.75%). In terms of knowledge, 25.75% of respondents demonstrated poor knowledge, 40.25% moderate knowledge, and 34.00% good knowledge regarding healthcare-associated infections (HAIs). High levels of awareness were observed for handwashing as a preventive measure (90.0%) and airborne transmission as a mode of spread (89.0%). Positive perceptions toward HAI prevention were demonstrated, with most respondents agreeing that HAIs are preventable and potentially life-threatening if left untreated; furthermore, 74.0% strongly agreed that prevention is a shared responsibility. Among the 354 respondents with prior hospital experience, 37.29% demonstrated poor practice, 40.96% demonstrated moderate practice and 21.75% demonstrated good preventive practices, although only 20.62% consistently practiced 30-second handwashing. Younger respondents, females, and those with tertiary education showed significantly higher knowledge and practice scores (p < 0.05). Significant weak positive correlations were also found between knowledge, perception, and practices regarding HAIs (p < 0.001).

Conclusion: In conclusion, this study emphasises the need for ongoing, targeted educational initiatives to enhance public awareness and practices in preventing healthcare-associated infections.

Keywords: Healthcare-Associated Infection, Knowledge, Attitudes, Practices, Malaysia

Citations: IeJSME 2026 Vol 20 (1): 17-33

 

Authors: Brinnell Annette Caszo, Heethal Jaiprakash, Vijayalakshmi Sitanadhi Bhojaraja, Sunil Pazhayanur Venkateswaran, Joachim Perera, Madawa Chandratilake

ABSTRACT

Purpose: Team-based learning (TBL) helps students develop critical thinking, communication skills, and teamwork. This pilot study aimed to introduce TBL as a teaching-learning tool and evaluate its effectiveness on student learning in terms of educational impact and perception.

Methods: This pilot educational interventional study was conducted among Year 2 medical students. The prereading materials were published online to the students one week prior to the session. Pre- and post-Individual Readiness Assurance Test (i-RAT) scores, done online using 20 one-best-answer questions each, were used to assess student learning. The Team Readiness Assurance Test (t-RAT), a discussion of a case scenario with integrated Structured Essay questions (SEQ), was done in small groups. Facilitators clarified issues that cropped up in group discussions. Perceptions of the students were taken at the end of the session using a questionnaire.

Results: Fifty-seven second-year medical students volunteered and consented to participate in the study. The mean age of the participants was 20.27±0.84 years, and 26% were males. The average pretest i-RAT score was 58.5 ± 13.5 and was significantly higher (p < 0.01) than the post-test scores (45.4 ± 12.3). The average t-RAT (Team Readiness Assurance Test) score was 42.6%. The students responded positively and agreed that the t-RAT helped develop their overall knowledge around the areas covered (82%) and that they learned from their peers during the discussion (92%).

Conclusion: Although post-test scores were significantly lower than pre-test scores, students reported positive perceptions of TBL, particularly regarding peer learning, collaborative discussion, and integration of knowledge. These findings suggest that TBL was feasible and well accepted within an integrated curriculum; however, further studies are needed to determine its educational impact. These findings suggest that although the perception of the students may be good for teaching activity, this may not always align with the educational impact in terms of outcome scores.

Keywords: Medical students, team-based learning, teaching-learning method

Citations: IeJSME 2026 Vol 20 (1): 34-42