Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study

Noura Abouammoh^{1

2}, Khalid Alhasan^{1

3

4}, Fadi Aljamaan^{1

5}, Rupesh Raina⁶, Khalid H Malki^{1

7}, Ibraheem Altamimi¹, Ruaim Muaygil^{1

8}, Hayfaa Wahabi^{2

9}, Amr Jamal^{1

2

9}, Ali Alhaboob^{1

3}, Rasha Assad Assiri¹⁰, Jaffar A Al-Tawfiq^{11

12

13}, Ayman Al-Eyadhy^{1

3}, Mona Soliman^{1

8}, Mohamad-Hani Temsah^{1

3

9}

Affiliations

¹ College of Medicine, King Saud University, Riyadh, Saudi Arabia.
² Department of Family and Community Medicine, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
³ Pediatric Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁴ Department of Kidney and Pancreas Transplant, Organ Transplant Center of Excellence, King Faisal Specialist Hospital & Research Centre, Riyadh, Saudi Arabia.
⁵ Critical Care Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁶ Department of Nephrology, Cleveland Clinic Akron General and Akron Children Hospital, Akron, OH, United States.
⁷ Research Chair of Voice, Swallowing, and Communication Disorders, Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
⁸ Medical Education Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁹ Evidence-Based Health Care & Knowledge Translation Research Chair, Family & Community Medicine Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
¹⁰ Department of Basic Medical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
¹¹ Specialty Internal Medicine and Quality Department, Johns Hopkins Aramco Healthcare, Dhahran, Saudi Arabia.
¹² Infectious Disease Division, Department of Medicine, Indiana University School of Medicine, Indianapolis, IN, United States.
¹³ Infectious Disease Division, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States.

PMID: 39977012
PMCID: PMC11888024
DOI: 10.2196/63400

Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study

Noura Abouammoh et al. JMIR Med Educ. 2025.

. 2025 Feb 20:11:e63400.

doi: 10.2196/63400.

Authors

Affiliations

¹ College of Medicine, King Saud University, Riyadh, Saudi Arabia.
² Department of Family and Community Medicine, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
³ Pediatric Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁴ Department of Kidney and Pancreas Transplant, Organ Transplant Center of Excellence, King Faisal Specialist Hospital & Research Centre, Riyadh, Saudi Arabia.
⁵ Critical Care Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁶ Department of Nephrology, Cleveland Clinic Akron General and Akron Children Hospital, Akron, OH, United States.
⁷ Research Chair of Voice, Swallowing, and Communication Disorders, Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
⁸ Medical Education Department, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia.
⁹ Evidence-Based Health Care & Knowledge Translation Research Chair, Family & Community Medicine Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
¹⁰ Department of Basic Medical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
¹¹ Specialty Internal Medicine and Quality Department, Johns Hopkins Aramco Healthcare, Dhahran, Saudi Arabia.
¹² Infectious Disease Division, Department of Medicine, Indiana University School of Medicine, Indianapolis, IN, United States.
¹³ Infectious Disease Division, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States.

PMID: 39977012
PMCID: PMC11888024
DOI: 10.2196/63400

Abstract

Background: With the rapid development of artificial intelligence technologies, there is a growing interest in the potential use of artificial intelligence-based tools like ChatGPT in medical education. However, there is limited research on the initial perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia.

Objective: This study aimed to explore the earliest knowledge, perceived benefits, concerns, and limitations of using ChatGPT in medical education among faculty and students at a leading Saudi Arabian university.

Methods: A qualitative exploratory study was conducted in April 2023, involving focused meetings with medical faculty and students with varying levels of ChatGPT experience. A thematic analysis was used to identify key themes and subthemes emerging from the discussions.

Results: Participants demonstrated good knowledge of ChatGPT and its functions. The main themes were perceptions of ChatGPT use, potential benefits, and concerns about ChatGPT in research and medical education. The perceived benefits included collecting and summarizing information and saving time and effort. However, concerns and limitations centered around the potential lack of critical thinking in the information provided, the ambiguity of references, limitations of access, trust in the output of ChatGPT, and ethical concerns.

Conclusions: This study provides valuable insights into the perceptions and experiences of medical faculty and students regarding the use of newly introduced large language models like ChatGPT in medical education. While the benefits of ChatGPT were recognized, participants also expressed concerns and limitations requiring further studies for effective integration into medical education, exploring the impact of ChatGPT on learning outcomes, student and faculty satisfaction, and the development of critical thinking skills.

Keywords: AI; AI-based tools; ChatGPT; Saudi Arabia; artificial intelligence; chatbot; faculty; knowledge; learning; medical education; medical students; perceptions; qualitative study; satisfaction; thematic analysis; universities.

©Noura Abouammoh, Khalid Alhasan, Fadi Aljamaan, Rupesh Raina, Khalid H Malki, Ibraheem Altamimi, Ruaim Muaygil, Hayfaa Wahabi, Amr Jamal, Ali Alhaboob, Rasha Assad Assiri, Jaffar A Al-Tawfiq, Ayman Al-Eyadhy, Mona Soliman, Mohamad-Hani Temsah. Originally published in JMIR Medical Education (https://mededu.jmir.org), 20.02.2025.

PubMed Disclaimer

Conflict of interest statement

Conflicts of Interest: None declared.

Figures

**Figure 1**
Thematic framework of participants’ perception on using ChatGPT.

See this image and copyright information in PMC

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Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study

Affiliations

Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study

Authors

Affiliations

Abstract

Conflict of interest statement

Figures

References

MeSH terms

LinkOut - more resources

Full Text Sources

Miscellaneous