Ahmed Weam Mohamed Meargni, Abdalmotalib Malaz M, Elbadawi Mohamed H, Mohammed Galia Tajelsir Fadulelmula, Mohamed Waad Mohamed Ibrahim, Mohammed Fatima Salih Babiker, Salih Hajar Saad, Mohamed Hiba Omer Yousif
Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
PLoS One. 2025 May 23;20(5):e0324698. doi: 10.1371/journal.pone.0324698. eCollection 2025.
BACKGROUND: Artificial intelligence (AI) is revolutionizing education globally, yet its adoption in medical education remains inadequately understood. ChatGPT, a generative AI tool, offers promising yet doubtful potential for enhancing academic and clinical training. METHODS: This study employed an analytical cross-sectional design, involving 1,443 Sudanese medical students who participated through an online, structured questionnaire. The questionnaire was designed to assess ChatGPT awareness, usage, and associated factors. Statistical analysis was performed using SPSS software to identify key determinants influencing ChatGPT awareness and usage among the participants. OBJECTIVE: This study investigates the levels of awareness, attitude, and usage of ChatGPT among Sudanese medical students, identifying key socio-demographic, economic, and institutional factors influencing its adoption. RESULTS: Among the participants, 65.8% were aware of ChatGPT, yet only 41.9% reported using it. Gender differences were statistically significant, with males demonstrating higher usage rates (p < 0.001). Single and unemployed students were more likely to use ChatGPT compared to their counterparts. Students residing in private accommodations and those with higher family incomes (>300,000 SDGs) showed significantly greater usage (p < 0.001). Factors such as residency type, internet quality, and institutional orientation were identified as key influences on ChatGPT adoption, highlighting a substantial digital influence. Additionally, inadequate infrastructure and reliance on traditional curricula were significant barriers to wider usage. CONCLUSIONS: The findings underscore the urgent need for targeted interventions, including curriculum reform to integrate AI literacy, enhanced digital infrastructure, and gender-equity initiatives. Addressing these systemic gaps will scale up AI adoption in medical education. This study provides actionable insights for educators and policymakers, emphasizing the urgency of bridging socio-economic and institutional inequities to foster equitable access to AI tools in medical training.
背景：人工智能（AI）正在全球范围内彻底改变教育，但它在医学教育中的应用仍未得到充分理解。生成式人工智能工具ChatGPT在提升学术和临床培训方面具有有前景但也存疑的潜力。 方法：本研究采用分析性横断面设计，1443名苏丹医学生通过在线结构化问卷参与。该问卷旨在评估对ChatGPT的认知、使用情况及相关因素。使用SPSS软件进行统计分析，以确定影响参与者对ChatGPT认知和使用的关键决定因素。 目的：本研究调查苏丹医学生对ChatGPT的认知、态度和使用水平，确定影响其采用的关键社会人口、经济和机构因素。 结果：在参与者中，65.8%知晓ChatGPT，但只有41.9%报告使用过它。性别差异具有统计学意义，男性的使用率更高（p < 0.001）。与同龄人相比，单身和失业学生更有可能使用ChatGPT。居住在私人住所且家庭收入较高（>300,000苏丹镑）的学生使用率显著更高（p < 0.001）。居住类型、网络质量和机构导向等因素被确定为影响ChatGPT采用的关键因素，凸显了巨大的数字影响。此外，基础设施不足和对传统课程的依赖是更广泛使用的重大障碍。 结论：研究结果强调了针对性干预的迫切需求，包括课程改革以纳入人工智能素养、改善数字基础设施和性别平等倡议。解决这些系统性差距将扩大人工智能在医学教育中的应用。本研究为教育工作者和政策制定者提供了可操作的见解，强调了弥合社会经济和机构不平等以促进在医学培训中公平获取人工智能工具的紧迫性。
BMC Med Educ. 2025-5-22
J Med Internet Res. 2024-8-28
Ann Med Surg (Lond). 2024-4-24
Zotero 插件