Attitudes and Usage of ChatGPT Among Medical and Paramedical Students in Iran: A Cross-Sectional Study

ChatGPT, an AI-powered conversational tool, has shown potential to transform healthcare education. However, its integration poses challenges regarding usability, ethics, and critical thinking. Understanding students' attitudes and usage patterns is vital for successful adoption. The aim of this study was to translate and psychometrically validate the TAME-ChatGPT (Technology Acceptance Model Edited to Assess ChatGPT Adoption) tool into Persian and to evaluate the attitudes and usage of this technology among medical and paramedical students at Mashhad University of Medical Sciences (MUMS).

This cross-sectional study was conducted over 2 months (December 21, 2024-February 21, 2025) at MUMS. A TAM-based questionnaire was administered to 246 students. The instrument was validated through forward-backward translation, content validity (CVI = 0.90), exploratory factor analysis, and reliability testing (Cronbach's alpha = 0.82-0.88). Data analysis, performed using SPSS 27, included Chi-square, Mann-Whitney U, and regression analyses. Thematic analysis was applied to qualitative responses.

A total of 246 students participated (response rate: 100%). Among participants, 86.6% were aware of ChatGPT, and 65.5% reported prior usage. Awareness and usage were both significantly higher among male students (p = 0.002 and p = 0.007, respectively). Positive attitudes were observed toward ease of use (mean = 4.06, SD = 0.80) and usefulness (mean = 4.03, SD = 0.77), though concerns persisted about critical thinking (mean = 3.38, SD = 1.11) and perceived risks. Regression analysis showed academic discipline as a key predictor, with health information technology students having the highest acceptance (β = 0.28, p < 0.01). Key challenges included access issues, response quality, and training needs.

Students had positive attitudes toward ChatGPT's usability and potential. Addressing ethical concerns and critical thinking is essential. Tailored training and policies are required for responsible integration in healthcare education.