Abstract
Purpose: This study aimed to assess the knowledge, ethical concerns, and utilization of Large Language Models (LLMs) and Artificial Intelligence (AI) tools among students studying applied medical sciences in Riyadh, Saudi Arabia. It also explored the potential of AI technologies to enhance education and healthcare. Methods: This investigation adopted a cross-sectional approach, employing a reliable and validated structured tool: the Large Language Model and Artificial Intelligence Enabling and Self-Regulation 32 Questionnaire (LLMAI-ESR 32). The sample comprised 375 undergraduate students in applied medical sciences, from levels 3 to 8, undertaking applied medical sciences education. Data analysis was performed using SPSS version 28, employing descriptive and inferential statistics. Results. Participants were primarily male nursing students aged 18–22. They reported an average screen time of 3–4 hours daily, with ChatGPT being the most popular language model tool. Daily screen time showed a moderate positive correlation with knowledge (0.200, p < 0.01), indicating that students with more screen time tend to understand AI and LLMs better. Conclusion: Integrating LLMs like ChatGPT in education and healthcare holds significant potential for enhancing learning, reinforcing clinical expertise, and improving communication. However, ethical concerns, including the risk of misuse during assessments and excessive reliance on AI, warrant careful consideration to ensure responsible and effective use of these technologies.
Recommended Citation
Valdez, Glenn Ford D.; Alhowaymel, Fahad; Abaoud, Abdulaziz F.; Pandaan, Ramon Perley M.; and Saeed, Abdalrahman Abdallatif Mohammed
(2025)
"Knowledge, Ethics, and Use of Large Language Models and Artificial Intelligence Among Applied Medical Sciences Students: A Cross-Sectional Study.","
Health Professions Education: Vol. 11:
Iss.
4, Article 12.
DOI: 10.55890/2452-3011.1369
Available at:
https://hpe.researchcommons.org/journal/vol11/iss4/12
