TY  - JOUR
AU  - Abouammoh, Noura
AU  - Alhasan, Khalid
AU  - Aljamaan, Fadi
AU  - Raina, Rupesh
AU  - Malki, Khalid H
AU  - Altamimi, Ibraheem
AU  - Muaygil, Ruaim
AU  - Wahabi, Hayfaa
AU  - Jamal, Amr
AU  - Alhaboob, Ali
AU  - Assiri, Rasha Assad
AU  - Al-Tawfiq, Jaffar A
AU  - Al-Eyadhy, Ayman
AU  - Soliman, Mona
AU  - Temsah, Mohamad-Hani
PY  - 2025
DA  - 2025/2/20
TI  - Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study
JO  - JMIR Med Educ
SP  - e63400
VL  - 11
KW  - ChatGPT
KW  - medical education
KW  - Saudi Arabia
KW  - perceptions
KW  - knowledge
KW  - medical students
KW  - faculty
KW  - chatbot
KW  - qualitative study
KW  - artificial intelligence
KW  - AI
KW  - AI-based tools
KW  - universities
KW  - thematic analysis
KW  - learning
KW  - satisfaction
AB  - 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. 
SN  - 2369-3762
UR  - https://mededu.jmir.org/2025/1/e63400
UR  - https://doi.org/10.2196/63400
UR  - http://www.ncbi.nlm.nih.gov/pubmed/39977012
DO  - 10.2196/63400
ID  - info:doi/10.2196/63400
ER  -