Abstract：
Purpose: This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. Methods: This cross-sectional survey study recruited 386 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire designed to assess perceptions of ChatGPT\'s effectiveness in remote learning. The questionnaire included Likert scale questions to evaluate various aspects of ChatGPT\'s support in remote learning, such as personalized learning, language and communication skills, and interactive quizzing. Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, one-way ANOVA, and Cronbach\'s alpha to evaluate reliability. Results: Participants mostly used ChatGPT on a weekly (43.2%) or daily (48.7%) basis, primarily on personal computers (62.5%). Mean scores for ChatGPT\'s support in remote learning were high for personalized learning (4.35), language and communication skills (4.23), and interactive quizzing and assessments (4.01). Statistically significant differences were found based on gender for interactive quizzing (p = .0177) and continuity of education (p = .0122). Conclusion: Despite certain challenges and variations in perceptions based on gender and education level, the overwhelmingly positive attitudes toward ChatGPT highlight its potential as a valuable tool in medical education.
摘要：
目的：本研究旨在评估ChatGPT在医学生远程学习中的有效性。方法：这项横断面调查研究招募了来自沙特阿拉伯三所公立大学的386名医学生。参与者完成了一项在线问卷，旨在评估对ChatGPT在远程学习中的有效性的看法。问卷包括Likert量表问题，以评估ChatGPT在远程学习中的支持的各个方面，比如个性化学习，语言和沟通技巧，和交互式测验。使用SPSS对数据进行分析，采用描述性统计数据，独立样本t检验，单向方差分析,和克朗巴赫的阿尔法来评估可靠性。结果：参与者主要每周（43.2％）或每天（48.7％）使用ChatGPT，主要是个人电脑(62.5%)。ChatGPT支持远程学习的平均得分较高，用于个性化学习(4.35)，语言和沟通技巧（4.23），以及交互式测验和评估(4.01)。基于性别的互动测验（p=.0177）和教育的连续性（p=.0122），差异具有统计学意义。结论：尽管基于性别和教育水平的认知存在某些挑战和差异，对ChatGPT的绝大多数积极态度凸显了其作为医学教育有价值的工具的潜力。
