Jul 2026· Journal of NutriLife· Vol 156, pp.
101739
· 0 citations· 45 references
Medicine
TL;DR
ChatGPT was perceived as a supportive but limited educational tool in Nutrition and Dietetics, demonstrating a dual landscape: while ChatGPT enhanced efficiency in material preparation, instructional planning, and clinical idea generation, participants emphasized concerns about information accuracy, source reliability, limited personalization, and threats to academic integrity.
Abstract
Background
Artificial intelligence (AI) tools such as ChatGPT are increasingly influencing health sciences education, prompting renewed attention to their pedagogical, ethical, and professional implications.
Objectives
This qualitative study explored the experiences and perceptions of academics in Nutrition and Dietetics regarding the integration of ChatGPT into teaching, assessment, and clinical education.
Methods
This qualitative study involved in-depth interviews with 15 academics teaching in Nutrition and Dietetics in Türkiye. Reflexive thematic analysis was used to analyze the data. The data were coded, and the codes organized into themes and subthemes in MAXQDA (version 2020.2.2).
Results
Five major themes were identified. Findings demonstrated a dual landscape: while ChatGPT enhanced efficiency in material preparation, instructional planning, and clinical idea generation, participants emphasized concerns about information accuracy, source reliability, limited personalization, and threats to academic integrity. Educators also highlighted the need for digital literacy training, ethical guidelines, and strong professional oversight to ensure safe and responsible use.
Conclusions
ChatGPT was perceived as a supportive but limited educational tool in Nutrition and Dietetics. Effective integration requires critical evaluation, ethical guidance, and continued human oversight to ensure safe and evidence-based educational practice.
Abstract This study analyzes personal appraisal, beliefs, challenges, concerns, and applications regarding ChatGPT among students and academic staff from the Faculty of Rehabilitation Sciences at Andrés Bello University in Chile. Using a mixed-methods approach, surveys (n = 472) and focus groups revealed diverse attitudes toward ChatGPT. While participants highlighted its potential to enhance learning, streamline tasks, and create educational materials, important challenges related to ethical use, dependency, accuracy, and critical thinking emerged. Findings emphasize the importance of teacher training, ethical guidelines, and strategies to foster technological literacy and critical evaluation of information. The study underscores the need for balanced integration of ChatGPT as a complementary tool in higher education, ensuring that its use aligns with pedagogical objectives and promotes meaningful learning experiences. These insights contribute to the growing discourse on artificial intelligence (AI) in education, providing a foundation for future research on the responsible adoption of AI technologies.
The present study aimed to identify and explain the challenges associated with integrating physical education and religious education curricula from the perspectives of educational experts and practitioners. This study was conducted using a qualitative research design within an interpretivist paradigm, employing grounded theory as the main methodological approach. The research population consisted of experts and teachers with experience in curriculum planning, physical education, and religious education. Participants were selected through purposive and theoretical sampling, and data collection continued until theoretical saturation was achieved. Data were gathered using in-depth semi-structured interviews and analysis of relevant documents. The data analysis process was carried out simultaneously with data collection and followed the systematic procedures of grounded theory, including open coding, axial coding, and selective coding. Constant comparative analysis was used to refine categories and develop a coherent theoretical framework. To ensure the credibility and trustworthiness of the findings, strategies such as member checking, peer review, prolonged engagement, and maintaining an audit trail were applied. The results of the study indicated that the challenges of integrating physical education and religious education curricula can be categorized into four main domains: cultural challenges, content-related challenges, administrative and structural challenges, and methodological challenges. Cultural challenges were identified as the most influential, reflecting deep-rooted attitudinal barriers and resistance to interdisciplinary approaches. Content-related challenges revealed significant issues in resource availability, content organization, balance, and clarity, indicating weaknesses in curriculum design. Administrative and structural challenges highlighted systemic constraints such as centralized curriculum systems, lack of institutional support, and insufficient funding. Methodological challenges pointed to gaps in teaching strategies, lack of appropriate tools, insufficient teacher preparedness, and weak alignment with learners’ needs and real-world contexts. Overall, the findings suggest that these challenges are interrelated and collectively hinder the effective implementation of integrated curricula. The study concludes that successful integration of physical education and religious education curricula requires addressing multidimensional challenges that span cultural, structural, content-related, and methodological domains, and emphasizes the need for systemic reform, enhanced teacher competencies, and context-sensitive curriculum design to achieve meaningful and sustainable integration.
A. Radmehr, Mohsen Talebzadeh Nobrian· Assessment and Practice in E...· 0 citations
Postgraduate health science students’ perceptions and experiences of the structured integration of GenAI into teaching and assessment within the Epidemiology and Principles of Research unit at the University of Canberra are explored.
Zelalem Mengesha, Jennifer Estellore, J. Smith et al.· Frontiers in Public Health· 0 citations
Developing metacognition as part of allied health care education is of critical importance in developing students’ clinical reasoning skills. Despite the importance of metacognition for academic development, clinical practice, and lifelong learning, an evident gap exists in the literature linking theory to practice within allied health care classrooms.
To explore allied health care educators’ awareness, understanding, and inclusion of metacognition in their teaching practice.
A mixed-method approach.
Online questionnaire.
Educators teaching on an athletic therapy programs in Ireland.
A total of 28 educators answered the online questionnaire, and 14 semistructured interviews were conducted.
In this study, 67.9% of participants had heard of metacognition, with 54% of educators always self-reflecting on how they think their class went. Reflective thematic analysis revealed 2 themes in educators’ awareness and understanding of metacognition: (1) diverse awareness and (2) acknowledgment of the important role of metacognition in allied health care education. Three themes emerged from the inclusion of metacognitive teaching strategies: (1) stakeholders’ role, (2) types of metacognitive strategies, and (3) contextual and pedagogical considerations.
These findings suggest educators need more robust understanding of metacognition, enhanced by further support and resources to aid the implementation of metacognitive strategies in their practice.
Lynn Allen, E. Whyte, S. O’Keeffe et al.· Journal of Athletic Training...· 0 citations
Academic writing is a critical skill for researchers and educators. However, many, especially in nonnative English-speaking contexts, face challenges in mastering it. This study employed action research (AR) involving 27 participants to address these challenges through the design and implementation of an academic writing workshop for postgraduate students and lecturers from the Facultiesof Medicine, Health Sciences, and Pharmacy. The AR workshop integrated hands-on learning, structured guidance, and innovative tools such as ChatGPT to enhance participants’ academic writing self-efficacy. A validated self-efficacy writing scale and a structured open-ended feedback form were used to evaluate the effectiveness of the AR intervention. A mixed-model repeated-measures analysis of variance (ANOVA) revealed self-efficacy scores increased significantly from 48.39 (SD = 6.71) to 59.07 (SD = 7.27) after the workshop (p < 0.001; mean difference = 10.68, 95% CI: 8.37 to 12.99). The main effects of gender and role (student versus lecturer) were not significant. Nevertheless, interaction effects revealed that male participants and students improved significantly more than female participants and lecturers. Using McNiff’s AR framework analysis, the thematic synthesis revealed key barriers to academic writing, such as challenges in initiating and structuring ideas, and highlighted the importance of engaging environments and the integration of artificial intelligent (AI) tools. Institutional support is crucial for addressing logistical and methodological challenges,including obtaining ethics approval and raising awareness of the AR research paradigm. While the findings illuminate the path for targeted interventions to enhance academic writing, demographic disparities and systemic barriers warrant further investigation. This study offers actionable insights for developing inclusive, adaptable writing programmes for diverse learners in higher education.
Izzudeen Ayub, M. Iskandar, Siti Yusrina et al.· Education in Medicine Journa...· 0 citations
The main obstacle was the lack of time due to healthcare overload, and a "prevented protagonism" was shown by the gap between the desire to participate in EPS planning and being heard by management.
Ana Flávia, Guimarães Moura, E. G. Cyrino· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
