EVALUATING THE TRUSTWORTHINESS OF CHATGPT-GENERATED HEALTH INFORMATION AMONG FUTURE HEALTH CARE PROFESSIONALS

Abstract

Background: The integration of generative artificial intelligence (AI) tools such as ChatGPT into healthcare education has increased significantly in recent years. These tools are frequently used by students to access medical knowledge, practice clinical reasoning, and supplement coursework. However, concerns remain regarding the accuracy, reliability, and educational value of AI-generated health information. Existing literature highlights both the potential and the limitations of these tools, yet limited empirical evidence is available concerning students' perceptions and trust in such systems, particularly within the Saudi Arabian context.

Objective: This study aimed to evaluate the trustworthiness of ChatGPT-generated health information from the perspective of future healthcare professionals in Saudi Arabia, and to identify the factors influencing their willingness to adopt such tools in academic and clinical settings.

Methods: A cross-sectional survey design was employed, targeting undergraduate students enrolled in health sciences programs across selected Saudi universities. A structured, self-administered questionnaire was used to measure demographic variables, knowledge of generative AI, and attitudes based on the Technology Acceptance Model. A total of 518 responses were analyzed using descriptive statistics, Pearson's correlation, and multiple linear regression.

Results: Participants demonstrated moderate trust in ChatGPT for health-related queries (M=3.15, SD=0.78), with high perceived importance placed on expert verification and source citation. In the multiple linear regression analysis (N=284), perceived reliability (B=0.42, p<.001) and perceived accuracy (B=0.26, p<.001) emerged as the strongest positive predictors of willingness to recommend the tool, whereas risk awareness had a significant negative association (B=-0.19, p=.002).

Conclusion: The findings of this study indicate that undergraduate health sciences students in Saudi Arabia hold a cautiously optimistic view of ChatGPT as a supplementary tool for health-related learning. While many participants recognized its usefulness, their willingness to rely on or recommend the tool was closely linked to how reliable and accurate they perceived its content to be. The emphasis placed on expert validation and credible sources underscores a broader need to integrate digital literacy and critical appraisal skills into health education curricula, particularly as AI becomes more embedded in academic practice.