Generative AI · Education leadership

Actionable companion · Assessment and evidence of learning

From evidence to district action: Attitudes and Usage of ChatGPT Among Medical and Paramedical Students in Iran: A Cross‐Sectional Study

AI-assisted editorial implementation guide. The district actions are proposed applications, not findings or recommendations attributed to the original authors. No additional peer review is asserted.

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Evidence and context

Health-professions education context: test transfer to K–12 rather than assuming it.

Original authors’ abstract, reproduced under the linked source license:

ABSTRACT Background and Aims ChatGPT, an AI‐powered conversational tool, has shown potential to transform healthcare education. However, its integration poses challenges regarding usability, ethics, and critical thinking. Understanding students' attitudes and usage patterns is vital for successful adoption. The aim of this study was to translate and psychometrically validate the TAME‐ChatGPT (Technology Acceptance Model Edited to Assess ChatGPT Adoption) tool into Persian and to evaluate the attitudes and usage of this technology among medical and paramedical students at Mashhad University of Medical Sciences (MUMS). Methods This cross‐sectional study was conducted over 2 months (December 21, 2024–February 21, 2025) at MUMS. A TAM‐based questionnaire was administered to 246 students. The instrument was validated through forward‐backward translation, content validity (CVI = 0.90), exploratory factor analysis, and reliability testing (Cronbach's alpha = 0.82–0.88). Data analysis, performed using SPSS 27, included Chi‐square, Mann‐Whitney U, and regression analyses. Thematic analysis was applied to qualitative responses. Results A total of 246 students participated (response rate: 100%). Among participants, 86.6% were aware of ChatGPT, and 65.5% reported prior usage. Awareness and usage were both significantly higher among male students (p = 0.002 and p = 0.007, respectively). Positive attitudes were observed toward ease of use (mean = 4.06, SD = 0.80) and usefulness (mean = 4.03, SD = 0.77), though concerns persisted about critical thinking (mean = 3.38, SD = 1.11) and perceived risks. Regression analysis showed academic discipline as a key predictor, with health information technology students having the highest acceptance (β = 0.28, p < 0.01). Key challenges included access issues, response quality, and training needs. Conclusions Students had positive attitudes toward ChatGPT's usability and potential. Addressing ethical concerns and critical thinking is essential. Tailored training and policies are required for responsible integration in healthcare education.

A 90-day district pilot

  1. Days 1–15 · Appraise. Have the curriculum lead and a teacher read the methods and limitations. Record the study design, sample, comparator, outcomes and evidence gaps. Define a local question that the study can help inform.
  2. Days 16–30 · Design. Redesign one low-stakes assessment: require a first attempt, an AI-assisted revision, a source-check log and a short oral explanation. Use the same rubric for the comparison task. Name an accountable owner and set the baseline, success threshold and budget before implementation.
  3. Days 31–60 · Test. Start with a small voluntary cohort, preserve an accessible non-AI route and require teacher review. Use synthetic or de-identified examples; approve data handling and tool terms through district processes.
  4. Days 61–90 · Decide. Blind-score reasoning, factual accuracy and unaided transfer on a fresh task. Record suspected misconduct separately from demonstrated evidence. Compare with baseline, document uncertainty and stop or revise if learning worsens, access is unequal or critical errors persist.

The board decision brief

Report the learning problem, evidence quality, participating population, total cost including review time, measured benefit, errors, access differences and remaining uncertainties. Make a dated recommendation to stop, revise or expand. A positive perception survey alone does not establish learning improvement.

Attribution and reuse

Seyyedeh Fatemeh Mousavi Baigi; Masoumeh Sarbaz; Kosar Ghaddaripouri; Khalil Kimiafar. Attitudes and Usage of ChatGPT Among Medical and Paramedical Students in Iran: A Cross‐Sectional Study. Health Science Reports (2026-07-30). https://doi.org/10.1002/hsr2.72899

Companion prepared 2026-10-30. Original authorship and DOI are preserved. The abstract is an attributed source extract; the implementation plan is new AI-assisted editorial material, offered under the same CC BY 4.0 license. This guide has not undergone independent peer review.