Artificial intelligence (AI) has emerged as a powerful tool in many sectors including healthcare education. ChatGPT is a widely used generative AI model among learners and teachers globally. In Zambia, there is no information regarding the use of ChatGPT among healthcare students. Therefore, this study assessed the attitudes and usage of ChatGPT and influencing factors among pharmacy students at the University of Zambia. This cross-sectional study was conducted from February 2024 to May 2024 among pharmacy students at the University of Zambia using a structured questionnaire. The questionnaire was based on the validated Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) survey instrument on the determinants of attitude and usage of ChatGPT among health students. Attitude toward ChatGPT was assessed using four items grouped into a single variable comprising the primary study measure and dichotomized into "positive" vs. "negative" attitudes. A total of 385 responses were obtained, with 358 participants (93.0%) who heard of ChatGPT before the study, and 303 used ChatGPT (78.7%). In univariate analyses, the following factors were significantly associated with a positive attitudes towards ChatGPT: low perceived risk (P = 0.009), low anxiety (P = 0.010), and a high score on technology/social influence (P < 0.001), with the latter factor being the only influencing factor regression analysis (aOR: 2.908, 95% CI: 1.752–4.825). Regarding the influencing factors for ChatGPT use, the perceived usefulness was the only significant factor (P = 0.013). The study results showed the widespread use of ChatGPT among pharmacy students in Zambia highlighting its increasing role as part of the educational process. This study also found that advancement in technology and social influence predisposed most pharmacy students to use Chat GPT. To better implement this advanced generative AI tool in healthcare education, academics and universities must take into account the role of social influence and readiness to accept technology as well as emphasizing the role of usefulness to foster the educational process.
Mudenda et al. (Mon,) studied this question.