Chinene B, Mudadi L-S, Choto T A, Soko N D, Gonde L, Mushosho E Y, Mutandiro L C
Department of Radiography, School of Allied Health Sciences, Harare Institute of Technology, Zimbabwe.
Royal Papworth Hospital, NHS Foundation Trust, Cambridge, United Kingdom.
Radiography (Lond). 2024 Dec;30 Suppl 2:114-119. doi: 10.1016/j.radi.2024.11.004. Epub 2024 Nov 14.
This study aimed to use a tertiary institution in Zimbabwe as a case study to evaluate radiography and pharmacy students' knowledge, willingness, and concerns regarding GenAI technologies.
A cross-sectional survey, involving 147 participating students, was conducted using a structured questionnaire. Data analysis was performed using STATA 14. Descriptive statistics were presented, and demographic variables were compared using Student t-test and ANOVA.
A sizeable proportion of students (74.83 %) believed that knowing GenAI was essential for healthcare students to stay competitive in the evolving academic landscape. A significant proportion of students reported that they were willing to use GenAI technologies in their day-to-day activities. They noted that AI technologies such as ChatGPT can help them save time (77.56 %) with tasks such as assignments. Most students (56.46 %) were worried that the use of GenAI technology can cause people and students alike to lose the human touch in their daily lives. They also noted that the use of AI technologies such as ChatGPT to complete assignments has the potential to undermine the value of university education (44.9 %).
Addressing concerns raised by students about the implications of GenAI on human interaction and educational value is essential for a balanced technology integration approach in education. Future research should concentrate on solutions for addressing issues while leveraging the benefits of GenAI in healthcare education.
Understanding students' knowledge, willingness, and concerns regarding the use of GenAI tools can help educators better integrate these technologies into the learning process, ensuring they complement and enhance traditional teaching methods.
本研究旨在以津巴布韦的一所高等院校为案例，评估放射学和药学专业学生对生成式人工智能（GenAI）技术的了解程度、使用意愿及相关担忧。
采用结构化问卷对147名参与学生进行横断面调查。使用STATA 14进行数据分析。呈现描述性统计数据，并使用学生t检验和方差分析比较人口统计学变量。
相当一部分学生（74.83%）认为，了解GenAI对于医学生在不断演变的学术环境中保持竞争力至关重要。相当比例的学生表示，他们愿意在日常活动中使用GenAI技术。他们指出，ChatGPT等人工智能技术可以帮助他们在完成作业等任务时节省时间（77.56%）。大多数学生（56.46%）担心使用GenAI技术会导致人们和学生在日常生活中失去人情味。他们还指出，使用ChatGPT等人工智能技术完成作业有可能削弱大学教育的价值（44.9%）。
解决学生对GenAI对人际互动和教育价值影响的担忧，对于教育中平衡的技术整合方法至关重要。未来的研究应集中于在利用GenAI在医学教育中的益处的同时解决相关问题的方案。
了解学生对使用GenAI工具的了解程度、意愿和担忧，有助于教育工作者更好地将这些技术融入学习过程，确保它们补充和增强传统教学方法。
