Health profession students’ perceptions of ChatGPT in healthcare and education: insights from a mixed-methods study

Abstract

Objective

The aim of this study was to investigate the perceptions of health profession students regarding ChatGPT use and the potential impact of integrating ChatGPT in healthcare and education.

Background

Artificial Intelligence is increasingly utilized in medical education and clinical profession training. However, since its introduction, ChatGPT remains relatively unexplored in terms of health profession students' acceptance of its use in education and practice.

Design

This study employed a mixed-methods approach, using a web-based survey.

Methods

The study involved a convenience sample recruited through various methods, including Faculty of Medicine announcements, social media, and snowball sampling, during the second semester (March to June 2023). Data were collected using a structured questionnaire with closed-ended questions and three open-ended questions. The final sample comprised 217 undergraduate health profession students, including 73 (33.6%) nursing students, 65 (30.0%) medical students, and 79 (36.4%) occupational therapy, physiotherapy, and speech therapy students.

Results

Among the surveyed students, 86.2% were familiar with ChatGPT, with generally positive perceptions as reflected by a mean score of 4.04 (SD = 0.62) on a scale of 1 to 5. Positive feedback was particularly noted with respect to ChatGPT's role in information retrieval and summarization. The qualitative data revealed three main themes: experiences with ChatGPT, its impact on the quality of healthcare, and its integration into the curriculum. The findings highlight benefits such as serving as a convenient tool for accessing information, reducing human errors, and fostering innovative learning approaches. However, they also underscore areas of concern, including ethical considerations, challenges in fostering critical thinking, and issues related to verification. The absence of significant differences between the different fields of study indicates consistent perceptions across nursing, medicine, and other health profession students.

Conclusions

Our findings underscore the necessity for continuous refinement to enhance ChatGPT's accuracy, reliability, and alignment with the diverse educational needs of health professions. These insights not only deepen our understanding of student perceptions of ChatGPT in healthcare education but also have significant implications for the future integration of AI in health profession practice. The study emphasizes the importance of a careful balance between leveraging the benefits of AI tools and addressing ethical and pedagogical concerns.

Introduction

Artificial intelligence (AI) systems provide a variety of options for online learning, including personalized guidance, support, and feedback for students based on their specific learning patterns and current knowledge [19]. These opportunities are indeed promising, but there are potentially negative impacts that must also be considered. For example, teachers in the education sector express concerns that an overreliance on AI systems might detract from the ability of their students to study independently or solve problems in a creative way, and may even represent a detriment to critical thinking [32].

ChatGPT, a chatbot developed by OpenAI [27], represents a specific form of AI system. ChatGPT uses natural language processing techniques to produce human-like responses when interacting with users. A meta-analysis by Mhlanga [26] highlighted certain anxieties among educators regarding the use of ChatGPT. The main concern is that students will outsource work to ChatGPT, and therefore Mhlanga underlines the need to promote responsible and ethical use of the platform in educational settings [26].

AI is widely utilized in healthcare to handle administrative work, provide medical information, and even to interpret diagnostic images [3]. In addition, AI is used to analyze patient data, and to support clinical decision making, thereby improving patient outcomes [9].

Specifically, there are numerous applications for ChatGPT in the healthcare research field. The advantages and limitations of these applications have been reviewed by Dave et al. [10]. One benefit mentioned is that ChatGPT reduces the time needed to search for articles when writing scientific literature, and the platform can even produce an article all by itself [14]. Another significant advantage is that ChatGPT’s writing skills can produce believable scientific abstracts [12]. Importantly, ChatGPT can assist both students and healthcare providers to stay updated on advancements and developments in their field, and even serve as a tool for assessing clinical skills [17]. As such, ChatGPT has the potential to enhance healthcare providers' skills, which ultimately improves patient outcomes.

However, it is also crucial to acknowledge and consider the limitations and drawbacks of ChatGPT. This platform is highly sensitive to how questions are phrased [14] and may not distinguish between reliable and unreliable sources, thereby raising concerns about its usefulness in research [31].

AI is currently used in medical education and in training of clinical professions [11]. A recent study about machine learning and AI in medical education conducted in Ireland, described a limited awareness of AI, with almost half the students never having heard of it, and over 80% never having read an AI-related academic article [5]. Conversely, a study of the perceptions and experiences of ChatGPT among medical students in Saudi Arabia reported that the students demonstrated good awareness of ChatGPT and its functions [1]. 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.

Objectives

The primary objective of this study was to investigate the perceptions of health profession students regarding ChatGPT and explore the potential impacts of integrating the platform into healthcare and education. Specifically:

1. 1.

To assess the overall attitudes and experiences of health profession students using ChatGPT, both in their general activities and within an educational context.

2. 2.

To evaluate the perceived potential impacts of ChatGPT on healthcare education, focusing on how students view its ability to enhance their academic learning and professional skills.

3. 3.

To explore specific concerns and challenges that health profession students may have regarding the integration of ChatGPT in their education.

Methods

Study design, setting and participants

This study utilized a mixed methods approach, and employed a web-based survey as the primary data collection tool. The study population comprised a convenience sample of undergraduate students from the largest Faculty of Medical and Health Sciences in Israel, representing the following healthcare professions: nursing, medicine, occupational therapy, physiotherapy, and speech therapy. Students were recruited during the second semester (March to June 2023) by various methods, including announcements by the Faculty of Medicine, social media (e.g. WhatsApp), and snowball sampling. The final sample for this study consisted of 217 students, comprising 73 (33.6%) nursing students, 65 (30.0%) medical students, and 79 (36.4%) studying other health profession [occupational therapy (n = 31), physiotherapy (n = 15), and speech therapy (n = 33)].

Ethics

This study was approved on February 27, 2023, by the Institutional Review Board of Tel Aviv University (N° 0006144–1). Written informed consent was received from all the participants, who were instructed that the survey was voluntary. Anonymity was guaranteed, and students were reassured that the questionnaire data would not include any identifiable details and would be used solely for the purpose of data analysis.

Instruments

The study utilized a structured questionnaire approach, combining closed-ended questions for self-reporting, with three open-ended questions placed at the end of the questionnaire. The questionnaire was specifically developed by the authors to address the aims of this study (Supplementary Material). The content underwent a rigorous validation process, which involved a panel of three judges with expertise in relevant fields: one medical student, one learning skills expert, and one nurse specialized in education. The validation process followed these key steps:

1. 1.

Individual Review: Each expert independently evaluated the questionnaire content based on their specific area of expertise. This phase allowed for an initial assessment of clarity, relevance, and appropriateness of the questions, thereby ensuring that they are aligned with the study’s objectives.

2. 2.

Collaborative Review: Following the individual assessments, a collaborative meeting was held with the authors and an expert panel. Each expert presented their findings and concerns, and generated a collaborative environment for feedback and discussion.

3. 3.

Discussion and Revisions: Extensive discussions were held to address any concerns, improve the clarity of the questionnaire items, and ensure content validity. This iterative process allowed for constructive critique and modifications to enhance the overall quality and relevance of the questionnaire. The team worked diligently to incorporate the feedback, and to ensure that each item was comprehensively reviewed.

4. 4.

Unanimous Consensus: After thorough discussions and revisions, the panel of experts and the authors reached a unanimous consensus on the final version of the questionnaire. This agreement not only validated the questionnaire but also highlighted its effectiveness in capturing the research aims.

5. 5.

Pilot Study: A pilot study designed to ensure the validity and reliability of the questionnaire was conducted as an integral part of the initial data collection process. The pilot study included 30 participants belonging to the target population and focused on assessing the clarity, relevance, and overall feasibility of the questionnaire. Feedback from participants indicated that the tool was clear and well-understood, requiring no further modifications. Consequently, the same questionnaire was subsequently utilized for the main data collection.

The questionnaire is divided into five separate sections, where each one is designed to address specific aspects of the research or collect particular data:

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Part I Demographic and Academic Data- This section collects information about student demographics (e.g. age, sex, familial status, place of birth, region of residence, and religion), as well as academic background (year of study, field of study, and self-assessed academic performance).

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Part II Experience with ChatGPT- In this part, students are asked about their familiarity and experience with ChatGPT, including their introduction to the system, frequency of use, reasons for use, and their level of confidence in use.

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Part III: Perceptions toward ChatGPT- This section explores the students' perceptions regarding the potential impacts of using ChatGPT. Participants rate 16 items on a 5-point Likert scale, ranging from 1 (completely disagree) to 5 (completely agree). These items comprise nine potential positive impact statements (e.g."ChatGPT improves learning skills" or "ChatGPT saves time when searching for information") and seven potential negative impact statements (e.g."ChatGPT may reduce critical thinking skills" or "Using ChatGPT may lead to increased absenteeism from classes"). The scores are represented by the mean value. The analysis demonstrated good internal consistency, with Cronbach's α coefficients ranging from 0.73 to 0.78 for the positive and negative subscales, respectively.

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Part IV: Enhancement of Academic Learning Skills Attributable to ChatGPT- This section evaluates the extent of improvement in students' academic and learning skills across 14 items addressing general and professional knowledge, time management, critical thinking, and creativity among others, as a result of using ChatGPT. Students rate these improvements from 1 (not at all) to 5 (very much). The overall score is calculated as the mean value, with a higher score indicating a greater enhancement in these skills. The analysis revealed a high level of internal consistency, with Cronbach's α coefficients of 0.90.

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Part V: Concerns Regarding the Use of ChatGPT in Education- This section comprises five statements designed to gauge participants' concerns regarding the use of ChatGPT technology within an educational context. These statements encompass a range of concerns, including potential opposition from lecturers, ethical considerations, and privacy issues. Participants are asked to provide ratings on a 5-point Likert scale, with response options ranging from 1 (completely disagree) to 5 (completely agree). The mean score is calculated in order to represent the collective assessment of these concerns. The analysis revealed a moderate level of internal consistency (Cronbach's α coefficients = 0.69).

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Part VI: Qualitative Data- This section presents the participants with three open-ended questions:

1. 1)

Experience with ChatGPT: Students are invited to share their experiences with ChatGPT. This open-ended question is designed to gather qualitative insights into student interactions with the technology.

2. 2)

Impact on Quality of Healthcare: Students are asked to express their thoughts on how ChatGPT might influence the quality of healthcare, particularly from the perspective of healthcare workers. This question is designed to capture their opinions on the potential benefits or concerns related to the use of ChatGPT in healthcare settings.

3. 3)

Integration into the Curriculum: Students are encouraged to provide feedback on how they would prefer to incorporate ChatGPT technology into their educational curriculum. This query is designed to explore their ideas for leveraging the technology in an academic context.

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Data analysis

Descriptive statistics were computed to summarize the general characteristics of the study population. Continuous variables were summarized using the minimum, maximum, mean, and standard deviation. Categorical variables are presented as frequencies with percentages.

Since the data met the assumption of normality according to the Kolmogorov–Smirnov and Shapiro–Wilk tests (p > 0.05), a one-way ANOVA test was employed to assess potential differences among the nursing, medical, and other health profession student groups. The level of significance was set at a p-value of 0.05. All data analyses were conducted using Statistical Package for the Social Sciences version 28 (SPSS Inc., Chicago, Illinois).

Qualitative data, focused on student responses to the open-ended questions, were analyzed using the constant comparative method [13]. Firstly, the authors used coding to identify significant statements and emerging themes, which were then compared to refine categories. The constant comparative analysis revealed three main themes that are described in the results section.

Results

General characteristics of the study population (Table 1)

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The study population (n = 217) was predominantly female (85.7%), with an average age of 26.9 ± 5.7 years (range 18—52 years). A total of 190 (82.3%) students were born in Israel, and more than 90% identified as Jewish, 4.6% as Muslim, and 0.5% as Christian. A significant proportion (65.4%) of the participants were either married or cohabiting. Geographically, the residential distribution of students was as follows: 43.9% in the Center of Israel, 18.9% in Northern Israel, 14.1% in the South, and 10.7% in Jerusalem. Nearly 60% of the participants were in their first and second years of study, and they reported a mean of academic achievement during their studies of 7.6 (± 1.5), with scores ranging from 2 to 10 on a scale of 1–10.

ChatGPT usage patterns among the study population

Among the 217 students surveyed, 187 (86.2%) reported familiarity with ChatGPT and provided insights into their reasons for use and usage habits. Notably, the percentages were comparably high across the different disciplines, with 60 (82.2%) nursing, 57 (87.7%) medical, and 70 (88.6%) other health profession students. Students reported that their familiarity with ChatGPT developed through friends and family members (78.1%), media (66.8%), interaction with other students (40.1%), and exposure during classes with lecturers (14.4%). Interestingly, 43.1% of students reported using ChatGPT infrequently, while only 7.6% indicated daily use [Mean 2.6 (SD = 1.1) on a scale of 1–6]. Nevertheless, nearly one-fifth reported feeling absolutely confident in their use of the chat, while only 10.7% reported feeling not confident at all [Mean 3.9 (SD = 1.1) on a scale of 1–5].

Perceptions of ChatGPT

Table 2 presents the mean scores regarding both the positive and negative perceptions of ChatGPT among the study population. The data reveal a generally positive attitude towards ChatGPT use, with an overall mean score of 4.04 (SD = 0.62) on a scale from 1 to 5, where a higher score indicates a more favorable perception of the positive impacts. In contrast, the mean score for negative impacts was 3.49 (SD = 0.64) on the same 1 to 5 scale, which reflects a moderate level of concern regarding potentially negative effects. A one-way ANOVA test was employed to assess potential differences among the nursing, medical, and other health profession student groups. The analysis did not reveal any statistically significant differences among the groups. Further analyses using t-tests for independent samples were conducted to examine whether there were any differences in the mean scores between students in their first year versus later years, as well as between those who completed the survey in March–April or May–June. Neither of these comparisons yielded significant differences.

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Academic and learning skill enhancement due to using ChatGPT

The mean scores in this area ranged from 1.82 (SD = 1.21) to 3.26 (SD = 1.45), with the lowest score assigned to management skills and the highest to curiosity. The overall mean score was 3.20 (SD = 0.63) on a scale of 1–5, indicating perceptions of a moderate level of enhancement due to using ChatGPT.

Concerns regarding ChatGPT use in education

Concerns regarding ChatGPT usage in education were scored in a rather variable manner, with the lowest scores assigned to the statements 'I'm afraid that ChatGPT technology is "spying on us"' (Mean = 2.46; SD = 1.27) and 'I fear that the use of ChatGPT technology is unethical' (Mean = 2.58; SD = 1.14). Similarly, 'I am afraid that lecturers will fail students who use the ChatGPT technology' received a mean score of 3.72 (SD = 1.36), while 'I am afraid that lecturers will oppose students' use of technology' was scored 3.63 (SD = 1.34). The highest level of concern was attributed to 'I am afraid that lecturers are not open to the use of ChatGPT technology by students' with a mean score of 3.816 (SD = 1.27).

Qualitative data

The majority of students (n = 128; 68.5%) responded to the three open-ended questions. Using the constant comparative analysis method, three main themes emerged, each encompassing two key findings: one highlighting benefits and positive aspects, and the other addressing challenges and concerns.

Theme 1: experience with ChatGPT

Benefits and positive experiences

Most students consider ChatGPT to be a useful and convenient tool for accessing information and knowledge. They consistently mentioned: “It is seen as a time-saving solution, helping to streamline research and gather relevant materials quickly”. They also appreciated the assistance provided in reading and summarizing academic material, and valued the convenience in finding relevant sources, especially for research seminars. As one nursing student noted: “I see ChatGPT as a platform for answering specific questions and providing guidance in various subjects”. They also acknowledge the vast potential of ChatGPT, especially the advanced versions with improved interfaces and databases. As one occupational therapy student mentioned: “The tool is a source of inspiration, and fosters creative thinking and curiosity”. A medical students noted: "I was working on analyzing patient data for trends in treatment outcomes to provide an alternative care plan. ChatGPT helped me quickly generate initial conclusions about why the alternative care plan is better.”

Challenges and concerns

Despite its advantages, some students expressed skepticism about ChatGPT's reliability. Several participants expressed concerns about ChatGPT's citation practices, noting that the lack of proper sourcing undermines its reliability. As one student explained, "Sometimes it gives information without citing sources, and that makes me hesitant to trust it completely." Moreover, other students pointed out that ChatGPT may sometimes provide incorrect or fabricated information, with one stating, "There are times when it gives answers that just don't make sense or aren't accurate at all." The ability of the software to understand and answer specific questions was also queried, as another student noted, "Sometimes, it struggles to answer specific clinical questions accurately, which can be frustrating." Additionally, some students admitted that they had not fully explored ChatGPT's capabilities and were open to further experimentation, with one nursing student mentioning, "I’m still learning how to use it effectively, and I’m curious to see what else it can do."

Theme 2: impact on quality of healthcare

Benefits and positive effects

The majority of students voiced optimism about the positive effects that ChatGPT could have on healthcare. They anticipated benefits such as "faster diagnosis, increased knowledge of patients, and more efficient access to information." Notably, students considered ChatGPT a valuable tool for identifying suitable treatment routes based on patient data. One medical student commented, "Using ChatGPT, I can quickly generate differential diagnoses based on symptoms, which helps me think through the possibilities more effectively." An occupational therapy student added, "It’s like having a second opinion on hand at all times; I can bounce ideas off it and refine my understanding of patient care."

Moreover, students expressed confidence in the potential of ChatGPT to reduce human errors and improve the quality of care. As one student put it, "I believe that the technology will lead to more accurate diagnoses and personalized treatment plans in healthcare." Another student remarked, "With ChatGPT assisting us, we can double-check our work and minimize mistakes, especially in critical situations." Furthermore, a third student stated, "The integration of ChatGPT in clinical practice could mean fewer misdiagnoses, as it can highlight important data we might overlook."

The students also anticipated that ChatGPT would provide efficient access to information, which they believe could enhance their work. For example, one student mentioned, “ChatGPT can expedite tasks, provide immediate answers, and assist in organizing information.” Another student noted, "Having quick access to evidence-based guidelines through ChatGPT saves us so much time when making clinical decisions." A third student added, "It’s like having a digital assistant that can quickly pull up relevant studies and data, allowing me to focus more on patient interaction."

Furthermore, some students perceived ChatGPT as a tool to enhance their knowledge and improve decision-making in patient care. One participant noted, "Using ChatGPT allows me to explore various treatment options and understand the implications of each choice." They expressed the idea that "a patient can take part in decision making," as another student commented, "With the information from ChatGPT, I can engage patients more effectively in their care plans."

Challenges and concerns

Concerns emerged about the risk of overreliance on technology potentially diminishing the personal touch essential in patient interactions. One student warned, "If we rely too much on technology, we might lose the personal touch that is crucial in patient care." Others expressed fears that increased reliance on technology might lead to more analytical and robotic interactions with patients. As one nursing student emphasized, "Beyond the capabilities of ChatGPT, there is still a need for human judgment and a more comprehensive understanding of the patient."

Further concerns were raised about the potential of technology to impact healthcare negatively, as described by a student: “heavy reliance on technology may decrease the quality of treatment.” Another student cautioned, "We must be careful not to let ChatGPT replace critical thinking; otherwise, we risk oversimplifying complex patient scenarios." Additionally, some students also expressed a concern that patients might avoid traditional healthcare services because of the easy access to information through ChatGPT. One participant warned, "Patients may start to think they can get all their answers online and not seek professional help, which could be dangerous."

Theme 3: integration into the curriculum

Benefits and positive impacts

Students advocated for formal training on effective incorporation of ChatGPT within their studies. They expressed a belief that integrating this tool into educational frameworks could foster innovative learning approaches. Many recognized its ability to streamline tasks and provide quick access to information, which they found beneficial for managing their workloads. One nursing student mentioned, "It saves me hours when I need to find relevant studies or summarize long texts quickly." Another student echoed this, stating, "With ChatGPT, I can easily access multiple sources of information without sifting through endless articles." Essentially, ChatGPT is seen as a source of professional guidance, helping students when they are uncertain about their next steps studies or research. As one physiotherapy student said, "I hope it will contribute to more informed decision-making and enhance my knowledge and understanding in the field." Another student remarked, "When I'm stuck on a topic, ChatGPT helps me brainstorm ideas and get back on track."

Challenges and concerns

Some students expressed reservations about an overreliance on ChatGPT, particularly for replacing traditional learning or research methods. One student stated, "I worry that relying too much on ChatGPT might make us lazy in our research and learning. We still need to engage with the material ourselves." Another student noted, "While ChatGPT is helpful, it shouldn't be our only source. We need to continue developing our research skills."

Additionally, there are concerns regarding the ethical use of ChatGPT and its limitations. A student remarked, "I think we need clear guidelines on how to use ChatGPT ethically, especially in academic settings." Another participant pointed out, "Understanding the limitations of ChatGPT is important; it can't replace the depths of knowledge we gain from traditional learning methods."

Discussion

This study was designed to investigate the perceptions of health profession students regarding ChatGPT and explore the potential impacts of integrating the platform into healthcare and education. To the best of our knowledge, this is the first study to explore these perceptions, with three specific objectives.

The first objective focused on the overall attitudes and experiences of health profession students using ChatGPT, both in their general activities and within an educational context.

The result indicated that the majority of participants (86.2%) were familiar with ChatGPT, with one in ten using the tool on a daily basis. In accordance with our findings, a survey of U.S. medical students found that nearly half used ChatGPT, with many preferring it over traditional resources like textbooks and lectures [29]. Like other studies, our results underscore the significant interest generated among health profession students by the recent introduction of ChatGPT by OpenAI [6, 7, 16, 20, 22]. This emphasizes the growing influence of innovative digital technologies in healthcare delivery and the increasing awareness among students of emerging technologies.

The quantitative and qualitative data revealed a nuanced landscape of attitudes and experiences with ChatGPT, characterized by a complex interplay of benefits and positive effects as well as challenges or concerns. Most students consider ChatGPT a useful and convenient tool for accessing information and knowledge, consistently mentioning its time-saving capabilities in streamlining research and gathering relevant materials, as well as enhancing the understanding of course material. However, some students expressed skepticism about ChatGPT's reliability and emphasized the need for verification. These results highlight a consensus on the benefits of ChatGPT [2] while acknowledging the need for caution regarding its limitations and potential overreliance in healthcare education. This duality highlights the importance of ongoing refinements and developments designed to improve the accuracy of the tool [30], reliability, and alignment [23].

The second objective evaluated the perceived potential impacts of ChatGPT on healthcare education, focusing on how students view its ability to enhance their academic learning and professional skills. Our results reveal that participants generally perceived a moderate enhancement in various skills due to the use of ChatGPT. Curiosity was rated the highest of these skills, indicating that students found ChatGPT especially effective in stimulating their interest and engagement with academic material. In contrast, management skills received the lowest rating, suggesting that noticeable improvements in some areas are not universally experienced. Within the context of professional skills enhancement, a recent study demonstrated the potential of ChatGPT in producing vignettes based on specific diseases, which can serve as an important educational source [4]. In nursing education, ChatGPT offers opportunities for personalized learning, simulation scenarios, and immediate feedback [24], while medical students use ChatGPT to simplify complex concepts, create mnemonics, and enhance patient communication skills [15]. The AI tool has also demonstrated proficiency in clinical reasoning, famously achieving near-passing scores for medical licensing exams [15]. Moreover, a recent study reported that students believe that the use of ChatGPT can help them receive an education tailored to their needs with immediate feedback, especially in research [31].

However, like other reports in the literature, our qualitative data expose remaining challenges, particularly regarding the need for careful integration and regulation of ChatGPT in order to preserve critical thinking and writing skills [25]. The moderate level of concern about potential negative impacts, as highlighted in our study, underscores the need for further exploration of the challenges associated with ChatGPT's implementation in healthcare and education settings [30]. A negative potential effect addressed by students is using ChatGPT to cheat on exams and assignments. The ability of ChatGPT to produce academic documents, albeit currently with low quality, will probably be refined in the near future [18]. Referring to some of these concerns, Cotton et al. suggested that the introduction of engaged assessments such as presentations and group discussions, could ensure originality and creativity [8].

The third objective of this study was to explore the specific concerns and challenges that health profession students may have regarding the integration of ChatGPT into their education. Interestingly, while our quantitative data revealed that their primary apprehension centered around the potential resistance from lecturers to adopting the technology, the qualitative data further highlighted that students also expressed concerns about privacy and ethical issues surrounding its use.

There is already literature evidence for the potentially negative impact of ChatGPT on students' learning skills, particularly when the tool is used to generate essays or assignments that students submit without fully engaging in the educational process [28]. This reliance on AI for completing academic tasks without active participation in critical thinking and learning can undermine the development of essential skills such as problem-solving, writing, and analytical reasoning—competencies that are crucial in healthcare education [21]. Students may find it easier to accept the responses generated by ChatGPT without critically evaluating the information, leading to a diminished ability to engage deeply with the material. Additional concerns raised by the qualitative data include the possibility that overreliance on ChatGPT for instant answers may diminish the capacity of students to retain and internalize knowledge. This could negatively affect their ability to apply learned concepts in real-life clinical situations, where practical, independent decision-making and problem-solving are essential [25].

As ChatGPT continues to be integrated into academic settings, it is imperative to establish clear guidelines that promote its use as a supplementary tool, rather than as a replacement for active learning, intellectual curiosity, and hands-on experience. Educators need to guide students in using AI tools responsibly and ensure that these technologies complement and not replace more traditional learning processes. Furthermore, as noted by Shoja et al. [28], educators must address the ethical implications of AI in education, and encourage students to assess the information provided by ChatGPT critically while avoiding misuse of the technology for academic dishonesty or shortcuts. Students should be encouraged to verify the accuracy of AI-generated content and develop their skills in discerning credible sources. Our findings underscore the importance of striking a balance between leveraging the potential benefits of AI tools and maintaining more traditional vital skills in healthcare education, such as critical thinking, clinical reasoning, and ethical decision-making.

Strengths and limitations

To the best of our knowledge, this study is the first to investigate attitudes toward ChatGPT among healthcare students from various professions, including nursing, medicine, occupational therapy, physiotherapy, and speech therapy in Israel. Employing a study design that integrates both quantitative and qualitative data, we posit that this research has the potential to offer valuable insights that can be used to facilitate the seamless integration of AI-based tools into medical education.

However, we also acknowledge certain limitations within our study. Firstly, the research was conducted exclusively in one university in central Israel. While this university hosts the largest Faculty of Medical and Health Sciences in the country, encompassing multiple medical courses and the largest nursing, occupational therapy, physiotherapy, and speech therapy departments, the single location may impact the generalization of our findings. Additionally, the use of a convenience sample and cross sectional design may have introduced selection bias, as participants who opted to engage in the study may have been more motivated or interested in the topic of AI and ChatGPT, potentially skewing the results toward more positive or negative perceptions. While our findings provide valuable insights into students' perceptions at a specific point, longitudinal research would be necessary to explore how these perceptions evolve with increased exposure to and integration of ChatGPT in their academic and clinical experiences. Moreover, future studies should aim to include a broader and more diverse sample across multiple institutions to enhance the external validity of the findings and better capture a wide range of student experiences and attitudes toward the integration of ChatGPT in healthcare education. In addition, the study involved students from all study years during the second academic semester, and conducting the study at different times might yield varied results. Lastly, the study did not incorporate other issues that could impact the results, such as the extent of classes, course requirements, or the scope of clinical practice. Future investigations should consider including these dimensions for a more comprehensive analysis.

Conclusions and recommendations

This study represents a thorough examination of health profession students' perceptions toward ChatGPT. The evident enthusiasm among students underscores the growing impact of innovative digital technologies in healthcare, and emphasizes the need for education to remain abreast of emerging technologies.

We can conclude that institutions and educators should proactively address concerns in order to facilitate the seamless integration of ChatGPT into medical education. Clear guidelines, open communication, and targeted training are essential components in efforts to maximize the tool's benefits while mitigating potential challenges.

Other recommendations are that future research endeavors should monitor the evolving landscape of health profession students' experiences with ChatGPT and other AI tools. It is crucial to consider additional dimensions, including specific course requirements and the scope of clinical practice. Similarly, active collaboration with educators in the co-creation of strategies for effective and ethical integration is essential. By implementing these recommendations, the medical education community can leverage the potential of ChatGPT, ensuring a harmonious and advantageous learning environment for health profession students.

Data availability

The data that support the findings of this study are available on request from the corresponding author, [VR].

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