Faculty Members’ Perspectives on Using Artificial Intelligence Chatbots in Medical Education and Research

Abjar, R.; Nouri Khaneghah, Z.; Sadati, L.; Hosseini, S.M.; Ramezani, Gh.

doi:10.58209/hehp.14.1.125

Faculty Members’ Perspectives on Using Artificial Intelligence Chatbots in Medical Education and Research

Document Type : Qualitative Research

Authors

R. Abjar ¹

Z. Nouri Khaneghah ²

L. Sadati ¹

S.M. Hosseini ²

Gh. Ramezani ³

¹ Department of Operating Room, Faculty of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran

² “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, Faculty of Medicine”, Iran University of Medical Sciences, Tehran, Iran

³ Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran

10.58209/hehp.14.1.125

Abstract

Aims: The effective adoption of artificial intelligence in medical academia depends critically on the perspectives of faculty members as the primary stakeholders. Therefore, this study aimed to elucidate faculty perspectives regarding the use of artificial intelligence chatbots in medical education and research.
Participants & Methods: This qualitative study employed conventional content analysis. Data were collected through semi-structured interviews with 18 faculty members. Participants were recruited through purposive and snowball sampling until data saturation was reached. Interviews were analyzed using the conventional content analysis method developed by Graneheim & Lundman, and the rigor of the findings was ensured in accordance with Lincoln & Guba’s criteria.
Findings: Three main categories were obtained, including “practical application domains of artificial intelligence tools,” which included the sub-categories of content creation and instructional design, academic research support and production, and therapeutic application, “identified benefits and challenges of artificial intelligence tools,” comprising sub-categories of ethical and security concerns, educational and pedagogical concerns regarding student learning, technical and infrastructural limitations, and perceived advantages and opportunities, and prerequisites and enablers for effective artificial intelligence tools use, covering the sub-categories of competency development, foundational attitudes, and systemic support.
Conclusion: Faculty members widely utilize chatbots for content creation, article writing, and disease diagnosis, noting that these tools can help accelerate educational and research processes.

Keywords

artificial intelligence

Chatbot

Education

Medical

Subjects