Abstract
Introduction: ChatGPT, a large language model, has considerable potential in higher education. However, its academic use and associated factors among Vietnamese postgraduate healthcare students remain underexplored. This study aimed to examine the academic use of ChatGPT and identify factors associated with its use.
Methods: A cross-sectional study was conducted among 301 postgraduate students at a public healthcare university in Central Vietnam between August 2024 and August 2025. Data were collected using a self-administered questionnaire assessing demographic characteristics, ChatGPT-related knowledge, attitudes, and academic use. Descriptive statistics and non-parametric analyses, including point-biserial and Spearman’s rank-order correlations, were performed.
Results: The mean academic use score was 4.32 out of 10 (SD = 4.00). More than half of participants reported using ChatGPT to clarify unclear content (57.5%) and to develop writing outlines (53.2%). Academic use was positively correlated with ChatGPT knowledge (r = 0.373, p < 0.001) and with attitudes toward technology and social influence (r = 0.282, p < 0.001), but was not associated with gender, age, or working position.
Conclusion: Vietnamese postgraduate healthcare students demonstrated moderate academic use of ChatGPT. Greater knowledge and more favourable attitudes toward technology and social influence were associated with higher levels of use. Structured training and clear institutional guidance may therefore support more effective and responsible integration of ChatGPT in postgraduate education.