Abstract
Background
Generative AI is increasingly integrated into education, yet its role in health technology curricula remains underexplored.
Objective
This study examines students' perceptions of generative AI use in health technology education, focusing on its benefits, challenges, and implications for learning.
Methods
A case study was conducted within a master's-level course using two student surveys (49 baseline and 33 follow-up responses) and 11 semi-structured student interviews. Qualitative data were analyzed using Braun and Clarke's reflexive thematic analysis, and survey data were analyzed descriptively.
Results
Most students actively used generative AI for tasks such as prototyping, writing, visual design, and problem-solving. Students perceived AI as a multifunctional learning resource that supported efficiency, creativity, and collaboration in their learning processes. At the same time, participants identified important challenges, including over-reliance, hallucinations, privacy concerns, and the need for critical evaluation of AI-generated outputs.
Conclusion
Students experienced generative AI as a valuable yet complex learning tool. The findings highlight the importance of fostering AI literacy and promoting its critical and responsible use in health technology education.