Objective: To explore Certificate in Health Professions Education(CHPE) course participants’ perceptions of ChatGPT-generated formative feedback and its potential to enhance learning within the Certificate in Health Professions Education (CHPE) program. Methods: A descriptive qualitative study was conducted with 25 participants enrolled in the CHPE program at the Bahria University College of Medicine in Islamabad. A structured activity, based on the Computer-Supported Collaborative Learning (CSCL) framework, integrated ChatGPT (GPT-4) as a feedback tool during a week of face-to-face instruction. Participants used standardized prompts to generate individualized feedback on assessment design tasks. Data were collected through post-activity surveys and open-ended questions and then manually analyzed to generate themes. Results: Participants described ChatGPT feedback as clear, specific, and action-oriented. The prominent themes included clarity, purpose, actionable guidance, and relevance. While most respondents valued immediate and structured Artificial intelligence feedback, some noted limited contextual depth and human empathy. A hybrid model combining AI and human facilitation is preferred to ensure efficiency and contextual relevance. Conclusion: ChatGPT-based feedback enhanced learners’ reflection and understanding of improvement goals while saving facilitator time. However, its contextual and emotional limitations necessitate complementary human supervision. A blended human–AI approach may optimize formative feedback processes in health professions education.
No takes yet. Share an insight, caveat, or question.
Khan et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: