Aug 2026· International Journal of Medical and Biomedical Studies· Vol 10, pp. 17-23· 0 citations· 15 references
TL;DR
ChatGPT is an effective supplementary learning assistant that enhances academic performance, promotes self-directed learning, and is well accepted by undergraduate medical students.
Abstract
Background: Artificial intelligence-based conversational tools such as ChatGPT are increasingly being used by medical students to support learning. However, evidence regarding students' perceptions and their impact on academic performance remains limited.
Aim: To evaluate medical students' perceptions of ChatGPT as a learning assistant and assess its influence on academic performance.
Materials and Methods: This prospective comparative observational study was conducted over three months (December 2025 to February 2026) among 150 undergraduate medical students at a tertiary care centre in Bangalore. Participants were allocated to a ChatGPT-assisted learning group (n=75) and a conventional learning group (n=75). Academic performance was assessed using pre-test and post-test scores. Students in the ChatGPT group completed a structured perception questionnaire using a five-point Likert scale. Statistical analysis was performed using SPSS version 26.0, and a p-value <0.05 was considered statistically significant.
Results: Baseline academic performance was comparable between the groups. Following the intervention, the ChatGPT-assisted group demonstrated significantly higher post-test scores (78.9 ± 7.4 vs. 69.6 ± 8.2; p<0.001) and greater improvement in academic performance. More than 90% of students reported that ChatGPT improved concept understanding, facilitated rapid clarification of difficult topics, and supported examination preparation. Overall satisfaction with ChatGPT was high, although approximately one-third of participants expressed concerns regarding occasional inaccurate responses.
Conclusion: ChatGPT is an effective supplementary learning assistant that enhances academic performance, promotes self-directed learning, and is well accepted by undergraduate medical students. Appropriate faculty supervision and critical evaluation of AI-generated content remain essential for its safe and effective integration into medical education.
Keywords: ChatGPT, artificial intelligence, medical education, undergraduate medical students, academic performance, student perception, self-directed learning
This study investigates the impact of ChatGPT-assisted learning on students’ academic performance and learning experience at MAN 2 Makassar. A mixed-methods approach was applied by combining pre-test and post-test assessments, questionnaires, and semi-structured interviews. Four subjects were evaluated: Indonesian Language, Physics, Economics, and Mathematics. Quantitative data were analyzed using a paired sample t-test, supported by assumption testing and effect size analysis, while qualitative data were used to examine students’ learning behavior and ethical concerns. The results showed significant improvements in all subjects after ChatGPT-assisted learning, with p-values below 0.05. The findings indicate that ChatGPT can support conceptual understanding, answer formulation, and student engagement when used under teacher guidance. However, risks of overreliance and academic dishonesty were also identified. Therefore, ChatGPT should be integrated as a complementary learning tool supported by clear academic guidelines, digital literacy, and teacher supervision.
Malika Almaira, Jihan Aqila Edwin, Marzhya Naila Salsabila et al.· 2026 International Conferenc...· 0 citations
This study assesses the extent of ChatGPT use among German-language students at Nangarhar University and its effectiveness. Artificial intelligence (AI) has significantly influenced contemporary language education, and students in this study reported that ChatGPT serves as an effective source of instant feedback, personalized practice, and perceived support for language skill development. Given the limitations of the Afghan educational environment, such as a shortage of teachers, limited opportunities for language practice, and a lack of resources, ChatGPT offers an alternative, accessible learning format for students. The study used a descriptive-analytic quantitative approach with 90 students and a Google Forms questionnaire to assess familiarity, frequency of use, educational benefits, data validity, and the tool's impact on language skills. According to the results, the majority of students had a positive experience with ChatGPT, especially in improving writing and reading skills. Although some students experienced misinformation, the overall reliability of the information was considered acceptable. Students also expressed a high level of interest in AI becoming part of the formal curriculum and in organizing training workshops. The study concludes that ChatGPT is a powerful tool for language learning, but university policies, faculty training, and increased AI literacy are necessary for its effective and responsible use. Future research could focus on evaluating other languages, other faculties, and long-term educational impacts to further clarify the role of AI in Afghanistan.
Said Ikram Nael, Irfan Akhtar· International Journal of Tra...· 0 citations
This research examined how ChatGPT affects the academic performance of TESOL students at Kabul Education University. It explored whether ChatGPT helps students to improve their English skills and academic work or if it creates challenges in their learning process. The goal of this study was to recognize how ChatGPT influences students’ performance, engagement, and motivation in their studies. The findings will help educators and students better understand the role of ChatGPT in education and how it can support or reshape traditional learning methods. This study employed a quantitative approach, gathering data through a Likert-scale closed questionnaire. Twenty male students from the master degree of TESOL program at Kabul Education University were randomly selected to participate. The findings reveal an overall positive perception of ChatGPT’s use in academic contexts, highlighting advantages such as improve efficiency, comprehension, and confidence. However, participants also expressed concerns about the potential for over-reliance on the tool, as well as the risks of academic dishonesty and plagiarism linked to its usage.
Khan Rasol Afghan, Noorullah Ahmadzai, Abdullah Zafarmal· International journal of soc...· 0 citations
OBJECTIVES
To 1) improve pharmacy students' perceived confidence in communication skills and 2) identify perceptions of counseling a text-based AI-simulated patient using ChatGPT 4o.
METHODS
This study involved first-year pharmacy students in a required communications course at the University of Georgia. Four AI-simulated patients with unique characteristics and medication-related problems were developed in ChatGPT 4o. After didactic instruction, students completed a pre-survey, practiced counseling with the text-based AI patients to prepare for two separate graded standardized patient cases (GSPCs) and completed identical post-surveys after each GSPC to assess changes in confidence and overall perceptions. Quantitative data was analyzed using the Wilcoxon Signed Rank Test and thematic analysis was used for open-ended responses.
RESULTS
Of 146 students, 117 (80.1%) completed all three surveys with significant improvements in perceived confidence observed across all 7 communication domains. The greatest gains were noted in initiating counseling sessions, applying prime questions, and using probing techniques in the first post-survey. While significant in the first post-survey, no significant changes were noted in nonverbal communication skills (body language, active listening) in the second post-survey. Thematic analysis of 386 comments identified five benefit themes (e.g., realistic practice, accessibility, structured counseling), four limitation themes (e.g., lack of human-like interaction, response limits), and four improvement areas (e.g., expanded scenarios, enhanced feedback).
CONCLUSION
ChatGPT 4o text-based chatbot patients improved student perceived confidence in verbal counseling skills and was valued as a convenient, low-pressure, and accessible training tool. While limitations in realism and nonverbal skill development were noted, text-based AI-simulated patients represent a scalable supplement to traditional communication training in pharmacy education.
Sarah Thompson, Robin Southwood, Kay Brooks et al.· American Journal of Pharmace...· 0 citations
Introduction: Student attention plays a key-role in learning and academic success, and identifying factors affecting it can help improve the quality of university education. In the era of digital technologies, maintaining focus in university classes—especially in medical sciences, which combine theoretical and practical courses—poses a significant challenge.
Method: This mixed-methods study was conducted in 2025 at Lorestan University of Medical Sciences. The quantitative phase included 298 students who were assessed using the Questionnaire on Factors Affecting Classroom Focus, and the data were analyzed through descriptive statistics and multivariate models. In the qualitative phase, semi-structured interviews were conducted with 15 students using purposive sampling, and the data were coded and analyzed thematically.
Results: The mean overall focus score was higher in female students (76.04 ± 11.06) than in male students (72.60 ± 11.87) (P = 0.010). Students in the medicine program and those with grade point averages of 14–16 reported the highest levels of focus. Individual factors had the greatest impact on focus, followed by environmental and instructor-related factors. Qualitative analysis revealed that motivation, interest in the subject, prior preparation, active instructor engagement, and classroom conditions (lighting, noise, ventilation, and seating arrangement) play important roles in maintaining attention.
Conclusion: The findings indicate that to enhance student focus and effective learning, both the physical and digital classroom environments should be optimized, educational programs should address students’ individual and emotional characteristics, and active teaching methods along with effective instructor–student interaction should be implemented.
K. R, Z. S, Hasanvand A· Journal of Medical Education...· 0 citations
Artificial intelligence (AI) is increasingly embedded Gen-Z, with ChatGPT emerging as an educational tool. Its application has expanded rapidly across disciplines, including medical education, where it is widely used. Robust evidence synthesising its effectiveness in undergraduate medical education is still evolving. This study aimed to evaluate the impact of ChatGPT-assisted teaching compared with traditional educational methods in undergraduate medical students.
A systematic review and meta-analysis were conducted in accordance with PRISMA 2020 guidelines. Independent searches were performed across PubMed, Embase, Ovid full-text journals, and the Cochrane Library using the terms “ChatGPT” and “medical education” in titles and abstracts until 25th September 2025. Randomised controlled trials involving undergraduate medical students were included. The intervention was ChatGPT-assisted teaching, with traditional classroom and bedside teaching as the comparator. Statistical analysis was performed using RevMan 5.0 with a random-effects model.
Six randomised controlled trials met the inclusion criteria, comprising 361 undergraduate medical students (182 in the ChatGPT group and 179 in the traditional teaching group). ChatGPT-assisted learning was associated with significantly higher assessment scores, with a pooled mean difference of 6.21 points in favour of ChatGPT (95% CI 2.03–10.39, p = 0.004). Heterogeneity was substantial (I² = 98%), indicating marked variability between studies.
ChatGPT-assisted teaching significantly improves learning outcomes in undergraduate medical students compared with traditional teaching. However, the very high heterogeneity and potential publication bias necessitate cautious interpretation, and further high-quality trials are required to define optimal educational implementation.
V. Arunagiri, Kothai Anbalagan, Saqib Ali· British Journal of Surgery· 0 citations
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