Anonymised data set.

BackgroundChat Generative Pre-trained Transformer (ChatGPT) is a 175-billion-parameter natural language processing model that uses deep learning algorithms trained on vast amounts of data to generate human-like texts such as essays. Consequently, it has introduced new challenges and threats to medical education. We assessed the use of ChatGPT and other AI tools among medical students in Uganda.MethodsWe conducted a descriptive cross-sectional study among medical students at four public universities in Uganda from 1st November 2023 to 20th December 2023. Participants were recruited by stratified random sampling. We used a semi-structured questionnaire to collect data on participants’ socio-demographics and use of AI tools such as ChatGPT. Our outcome variable was use of AI tools. Data were analyzed descriptively in Stata version 17.0. We conducted a modified Poisson regression to explore the association between use of AI tools and various exposures.ResultsA total of 564 students participated. Almost all (93%) had heard about AI tools and more than two-thirds (75.7%) had ever used AI tools. Regarding the AI tools used, majority (72.2%) had ever used ChatGPT, followed by SnapChat AI (14.9%), Bing AI (11.5%), and Bard AI (6.9%). Most students use AI tools to complete assignments (55.5%), preparing for tutorials (39.9%), preparing for exams (34.8%) and research writing (24.8%). Students also reported the use of AI tools for nonacademic purposes including emotional support, recreation, and spiritual growth. Older students were 31% less likely to use AI tools compared to younger ones (Adjusted Prevalence Ratio (aPR):0.69; 95% CI: [0.62, 0.76]). Students at Makerere University were 66% more likely to use AI tools compared to students in Gulu University (aPR:1.66; 95% CI:[1.64, 1.69]).ConclusionThe use of ChatGPT and other AI tools was widespread among medical students in Uganda. AI tools were used for both academic and non-academic purposes. Younger students were more likely to use AI tools compared to older students. There is a need to promote AI literacy in institutions to empower older students with essential skills for the digital age. Further, educators should assume students are using AI and adjust their way of teaching and setting exams to suit this new reality. Our research adds further evidence to existing voices calling for regulatory frameworks for AI in medical education.背景 聊天生成预训练Transformer（ChatGPT，Chat Generative Pre-trained Transformer）是一款拥有1750亿参数的自然语言处理模型，依托海量数据训练的深度学习算法生成类人文本（如议论文），由此为医学教育带来了全新的挑战与威胁。本研究针对乌干达医学生使用ChatGPT及其他人工智能工具的情况展开评估。 方法 本研究于2023年11月1日至2023年12月20日期间，在乌干达四所公立高校的医学生群体中开展描述性横断面研究。采用分层随机抽样法招募研究对象，通过半结构化问卷收集受试者的社会人口学特征及ChatGPT等人工智能工具的使用信息。本研究的结局变量为人工智能工具使用情况，采用Stata 17.0软件进行描述性统计分析，并通过改良泊松回归探究人工智能工具使用与各类暴露因素之间的关联。 结果 本研究共纳入564名学生。几乎全部（93%）受试者听闻过人工智能工具，超过三分之二（75.7%）曾使用过人工智能工具。在所使用的人工智能工具中，多数（72.2%）曾使用ChatGPT，其次依次为SnapChat AI（14.9%）、Bing AI（11.5%）以及Bard AI（6.9%）。多数学生使用人工智能工具完成课程作业（55.5%）、准备辅导课内容（39.9%）、备考（34.8%）以及科研写作（24.8%）。此外，学生还报告将人工智能工具用于非学术用途，包括情感支持、休闲娱乐与心灵成长。与低年级学生相比，高年级学生使用人工智能工具的可能性降低31%（调整后患病率比（aPR）：0.69；95%置信区间：[0.62, 0.76]）。与古卢大学学生相比，马凯雷雷大学学生使用人工智能工具的可能性高出66%（aPR：1.66；95%置信区间：[1.64, 1.69]）。 结论 乌干达医学生中ChatGPT及其他人工智能工具的使用情况较为普遍。人工智能工具既可用于学术场景，也可用于非学术用途。低年级学生较高年级学生更倾向于使用人工智能工具。各高校应推动人工智能素养教育，帮助高年级学生掌握数字时代必备技能。此外，教育工作者应默认学生已在使用人工智能工具，并调整教学与考试设置以适配这一新现状。本研究为呼吁构建医学教育领域人工智能监管框架的现有论述补充了新的证据。