Chatgpt adoption in university education: a dual perspective of healthcare educators and students

Sii, Elysha (2023) Chatgpt adoption in university education: a dual perspective of healthcare educators and students. Final Year Project, UTAR.

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Abstract

Background: ChatGPT is an emerging transformative technology that carries significant societal implications. In order to gauge the level of understanding and preparedness of UTAR educators and students for this innovative tool, it is essential to assess their awareness of ChatGPT. By examining the understanding, perceptions, and attitudes of both educators and students towards such technologies, valuable insights can be gained, especially considering ChatGPT’s potential to play a crucial role in education. This study aims to explore and compare the awareness, perceptions, and opinions of educators and students concerning ChatGPT. Understanding the difference between these two groups can provide understanding into how technology is seen in the educational setting and how it might be successfully incorporated into the university learning environments at UTAR. Objectives: The purpose of this study is to determine and compare the awareness, perceptions, and opinions towards ChatGPT among UTAR students. Methods: This cross-sectional questionnaire study investigates the awareness, perceptions, and opinions of UTAR Sungai Long Campus MK FMHS educators and students regarding ChatGPT. Sample size calculations resulted in 84 educators and 249 students, selected through convenience sampling. The reliable and validated questionnaire, adapted from Syed and Basil A. Al-Rawi (2023), assesses demographics, awareness, perceptions, and opinions. The study aims to provide information regarding the integration of ChatGPT in healthcare education at UTAR Sungai Long Campus MK FMHS. Microsoft III Excel and SPSS software was used to analyse the data gathered and to generate the findings from the research. Descriptive statistics was used to analyse all the data, which will be presented as frequency. Results: The total 280 responses collected, there were 5 participants who were found to be ineligible. These data were removed from the data analysis process and hence there were only 275 responses were processed in the final stage of the study. There are 74 educators and 201 students participated in this study. Occasional ChatGPT usage is prevalent (35.2% educators, 34.8% students), with positive experiences reported by 52.7% of educators and 67.2% of students. In clinical settings, 87.8% of educators and 50.7% of students abstain. Educators (62.2%) reject ChatGPT replacing their profession, while students see it positively, viewing it as helpful (71.1%) and improving their field (58.2%). Both lack formal education on ChatGPT (66.2% educators, 69.7% students). Educators hold mixed views on devaluation, error reduction, and access facilitation, while students strongly disagree on devaluation (59.2%) but support its role in reducing errors (60.7%) and facilitating access (63.7%). Students strongly support including ChatGPT in academic curriculum (70.6% for knowledge and skills, 60.7% for applications), emphasizing diverse perspectives in integration. Conclusion: This study shows that there is a gap between the views of educators and students. Educators appear to have more negative opinions towards ChatGPT and how it can affect the healthcare industry. Opposingly, students seem to be more positive overall and see ChatGPT as a technology that can improve several healthcare delivery features. Keywords: ChatGPT, Artificial Intelligence, Awareness, Perceptions, Opinions, Medical, Health Sciences, Academic

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