Exploring the Challenges and Opportunities of ChatGPT in University Teaching for Health Sciences: A Narrative Review

Among generative artificial intelligence (AI) tools, ChatGPT (OpenAI, San Francisco, CA, USA) has seen rapid adoption in the education sector due to its accessibility and versatility. While it supports a wide range of academic tasks, it also has significant limitations. Its difficulty in fully understanding the context of the conversations can lead to vague or inaccurate responses, raising questions about its reliability in educational and healthcare settings, where contextual accuracy is paramount. This narrative review aims to explore the challenges and prospects of using ChatGPT as a support tool in health science teaching and learning processes at the university level.  A review of the scientific literature on the use of generative artificial intelligence was conducted in the main databases between April and May of 2025. Studies published between January 2023 and March 27, 2025, were included to access the most up-to-date information available. The studies had to focus on the use of generative AI in higher education settings, specifically in the field of health sciences. A total of 18 documents met the inclusion criteria and were selected for analysis.  The results reveal that ChatGPT is widely used in undergraduate health education for tasks such as providing writing support, helping with content comprehension, generating quizzes, creating clinical simulations, and designing curricula. However, challenges such as misinformation, ethical concerns, and overreliance on AI were frequently noted. Additionally, disparities in access and lack of formal training for both students and educators were revealed to be significant barriers.  In conclusion, ChatGPT has significant potential to improve teaching and learning in health sciences education by providing personalized support, real-time feedback, and resource creation. However, effectively integrating ChatGPT into health sciences education requires paying special attention to ethical standards, equitable access, and developing digital literacy to ensure it complements, rather than replaces, fundamental human expertise.