TY - JOUR
T1 - Effectiveness of ChatGPT for educators professional development
T2 - An empirical study with medical faculty
AU - Basri, Wael Sh
AU - Attar, Razaz Waheeb
AU - Albagmi, Salem
AU - Alibrahim, Daneah
AU - Alanezi, Fahad
AU - Almutairi, Saud Asman
AU - AboAlsamh, Hoda M.
AU - Alsedrah, Ibrahim Tawfeeq
AU - Arif, Wejdan M.
AU - Alsadhan, Abeer Abdullah
AU - AlSanad, Duha Sami
AU - Alsultan, Wala Sultan
AU - Alabdullateef, Hafsa
AU - AlShammary, Miznah Hizam
AU - Bakhshwain, Amal Mubarak
AU - Almuhanna, Afnan Fahd
AU - Almulhem, Munerah
AU - Alnaim, Norah
AU - Alhazmi, Amal Hassan
N1 - Publisher Copyright:
© The Author(s) 2025.
PY - 2025/12
Y1 - 2025/12
N2 - Study purpose: this study aims to investigate the extent to which ChatGPT enhances medical educators’ pedagogical practices, fosters reflective teaching, and contributes to their ongoing learning and growth. Methods: this cross-sectional survey study assessed ChatGPT's efficacy in contributing to professional development among medical educators. Utilizing purposive and convenience sampling, a questionnaire was administered to 309 medical educators. Statistical analyses, including t-tests and ANOVA, were conducted to evaluate perceptions of ChatGPT's effectiveness, considering demographic factors and impairment types. Results: resource recommendations received the highest mean score (4.08), while continuing education had the lowest (3.62). T-tests showed no significant gender differences (p >.05), while ANOVA indicated significant variances across job roles (p <.0001) and age groups (p <.0001). Lecturers consistently rated ChatGPT's support highest, followed by assistant professors and associate professors, with professors providing lower ratings. Conclusion: ChatGPT's efficacy in providing personalized feedback, resource recommendations, pedagogical guidance, and other forms of support. However, addressing challenges such as ethical considerations and ensuring accuracy remains imperative for its effective integration into educational contexts.
AB - Study purpose: this study aims to investigate the extent to which ChatGPT enhances medical educators’ pedagogical practices, fosters reflective teaching, and contributes to their ongoing learning and growth. Methods: this cross-sectional survey study assessed ChatGPT's efficacy in contributing to professional development among medical educators. Utilizing purposive and convenience sampling, a questionnaire was administered to 309 medical educators. Statistical analyses, including t-tests and ANOVA, were conducted to evaluate perceptions of ChatGPT's effectiveness, considering demographic factors and impairment types. Results: resource recommendations received the highest mean score (4.08), while continuing education had the lowest (3.62). T-tests showed no significant gender differences (p >.05), while ANOVA indicated significant variances across job roles (p <.0001) and age groups (p <.0001). Lecturers consistently rated ChatGPT's support highest, followed by assistant professors and associate professors, with professors providing lower ratings. Conclusion: ChatGPT's efficacy in providing personalized feedback, resource recommendations, pedagogical guidance, and other forms of support. However, addressing challenges such as ethical considerations and ensuring accuracy remains imperative for its effective integration into educational contexts.
KW - ChatGPT
KW - educators
KW - effectiveness
KW - learning
KW - medical faculty
KW - professional development
KW - teaching
UR - https://www.scopus.com/pages/publications/105007664571
U2 - 10.1177/02601060251315795
DO - 10.1177/02601060251315795
M3 - Article
AN - SCOPUS:105007664571
SN - 0260-1060
VL - 31
SP - 1533
EP - 1543
JO - Nutrition and Health
JF - Nutrition and Health
IS - 4
ER -
