Abstract
Abstract The potential and challenges of using Generative artificial intelligence (GAI) in medical education are widely discussed, yet its use by medical students and faculty remains under-researched in the UK context. This exploratory sequential mixed-methods pilot study empirically investigates and compares student and faculty experiences and perceptions of using GAI in medical education. A questionnaire was developed based on focus groups and administered to undergraduate medical students and faculty within a UK medical school. Descriptive analysis and comparative analysis were used to quantify and compare student (n = 29) and faculty (n = 32) experiences and perceptions of GAI. Reflexive thematic analysis of open-ended question responses was undertaken to complement quantitative results. We found that GAI is being used for a variety of purposes by students and faculty in learning/teaching/assessment. However, both of them generally have relatively low self-confidence in GAI-related knowledge and skills. Faculty members tend to have stronger concerns of GAI limitations and its ethical challenges. Males are more confident in using GAI and have more positive attitudes towards GAI than females. The findings also provide preliminary evidence for the importance of open communication of GAI between students and faculty and the need for schools’, universities’, and national regulators’ strategic support to ensure faculty and student ethical and effective use of GAI and equitable access to GAI technology between subgroups. Our findings and the pilot tools can inform future research investigating the use of GAI in medical education in other institutional context or at a larger scale.