Exploring the role of ChatGPT-generated personalized feedback to enhance learning in Certificate in Health Professions Education: A Qualitative analysis

Abstract

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. Keywords: Artificial intelligence, ChatGPT, Formative feedback, Medical education, Self-directed learning.