TY - JOUR
T1 - Enhancing medical students critical thinking skills through ChatGPT
T2 - An empirical study with medical students
AU - Almazrou, Saja
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 - Alqahtani, Nasser S.
AU - AlShammary, Miznah Hizam
AU - Bakhshwain, Amal Mubarak
AU - Almuhanna, Afnan Fahd
AU - Almulhem, Munerah
AU - Alnaim, Norah
AU - Albelali, Salma
AU - Attar, Razaz Waheeb
N1 - Publisher Copyright:
© The Author(s) 2024
PY - 2025/9
Y1 - 2025/9
N2 - Study purpose: This study aims to assess the effectiveness of ChatGPT in critical thinking skills among medical students. Methods: This cross-sectional survey study recruited 392 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire assessing perceptions of ChatGPT's impact on critical thinking skills. Data were analyzed using SPSS, employing descriptive statistics, t-tests, analysis of variance, and Cronbach's alpha to evaluate reliability. Results: Significant gender-based differences were found in perceptions of ChatGPT's efficacy, particularly in generating diverse perspectives (P = 0.0407*) and encouraging questioning (P = 0.0277*). Reflective practice perceptions varied significantly by age (P = 0.0302*), while academic backgrounds yielded significant differences across all factors assessed (P < 0.0001*). Overall, 92.6% believed integrating ChatGPT would benefit critical thinking skills. Most participants (N = 174) strongly agreed that ChatGPT improved critical thinking. Conclusion: Integrating ChatGPT into medical education could offer valuable opportunities for fostering critical thinking abilities, albeit with the need for addressing associated challenges and ensuring inclusivity.
AB - Study purpose: This study aims to assess the effectiveness of ChatGPT in critical thinking skills among medical students. Methods: This cross-sectional survey study recruited 392 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire assessing perceptions of ChatGPT's impact on critical thinking skills. Data were analyzed using SPSS, employing descriptive statistics, t-tests, analysis of variance, and Cronbach's alpha to evaluate reliability. Results: Significant gender-based differences were found in perceptions of ChatGPT's efficacy, particularly in generating diverse perspectives (P = 0.0407*) and encouraging questioning (P = 0.0277*). Reflective practice perceptions varied significantly by age (P = 0.0302*), while academic backgrounds yielded significant differences across all factors assessed (P < 0.0001*). Overall, 92.6% believed integrating ChatGPT would benefit critical thinking skills. Most participants (N = 174) strongly agreed that ChatGPT improved critical thinking. Conclusion: Integrating ChatGPT into medical education could offer valuable opportunities for fostering critical thinking abilities, albeit with the need for addressing associated challenges and ensuring inclusivity.
KW - ChatGPT
KW - artificial intelligence
KW - critical thinking
KW - education
KW - medical
KW - students
UR - https://www.scopus.com/pages/publications/85201363911
U2 - 10.1177/02601060241273627
DO - 10.1177/02601060241273627
M3 - Article
C2 - 39150341
AN - SCOPUS:85201363911
SN - 0260-1060
VL - 31
SP - 1023
EP - 1033
JO - Nutrition and Health
JF - Nutrition and Health
IS - 3
ER -