Developing AI literacy in medical and health professions education: Exploring ChatGPT, ChatBots development, and...

This study examines how AI-driven learning activities, including ChatGPT-based learning and ChatBot development, impact students' prompting skills and intrinsic motivation within a simulation-based learning framework.

The integration of Artificial Intelligence (AI) in medical and health professions education is redefining digital literacy, requiring new skills such as prompting skills - the ability to craft precise AI queries.

The study employed a two-phase intervention combining ChatGPT-guided analysis and ChatBot creation within a simulation-based learning framework to assess prompting skills and motivation.

Data were gathered after each activity (ChatGPT-based learning and ChatBot development) from 80 second-year undergraduate students in a health management program. Participants completed a prompting skills scale and a motivation questionnaire. Paired samples t-tests and Structural Equation Modeling (SEM) were used to examine differences and associations.

Findings showed non-significant differences in prompting skills between ChatGPT and ChatBot activities, suggesting a ceiling effect. However, ChatBot development significantly enhanced intrinsic motivation, particularly perceived competence.

These results underscore the importance of structured AI integration, demonstrating that interactive, hands-on learning, such as ChatBot creation, may enhance motivation and learning outcomes. The study highlights the need for balanced educational frameworks that integrate technical proficiency, critical thinking and ethical considerations, ensuring students in medical, nursing and health professions education are well-prepared for AI-driven healthcare environments.