The impact of using ChatGPT on academic writing among medical undergraduates.

BACKGROUND

ChatGPT is widely used for writing tasks, yet its effects on medical students' academic writing remain underexplored. This study aims to elucidate ChatGPT's impact on academic writing efficiency and quality among medical students, while also evaluating students' attitudes towards its use in academic writing.

METHODS

We collected systematic reviews from 130 third-year medical students and administered a questionnaire to assess ChatGPT usage and student attitudes. Three independent reviewers graded the papers using EASE guidelines, and statistical analysis compared articles generated with or without ChatGPT assistance across various parameters, with rigorous quality control ensuring survey reliability and validity.

RESULTS

In this study, 33 students (25.8%) utilized ChatGPT for writing (ChatGPT group) and 95 (74.2%) did not (Control group). The ChatGPT group exhibited significantly higher daily technology use and prior experience with ChatGPT ( < 0.05). Writing time was significantly reduced in the ChatGPT group ( = 0.04), with 69.7% completing tasks within 2-3 days compared to 48.4% in the control group. They also achieved higher article quality scores ( < 0.0001) with improvements in completeness, credibility, and scientific content. Self-assessment indicated enhanced writing skills ( < 0.01), confidence ( < 0.001), satisfaction ( < 0.001) and a positive attitude toward its future use in the ChatGPT group.

CONCLUSIONS

Integrating ChatGPT in medical academic writing, with proper guidance, improves efficiency and quality, illustrating artificial intelligence's potential in shaping medical education methodologies.