Generative artificial intelligence among biochemistry and pharmacy students: trust without responsible use practices
DOI:
https://doi.org/10.70577/n6y12k64Keywords:
generative artificial intelligence, responsible use, academic integrity, trust in artificial intelligence, Biochemistry and Pharmacy, higher educationAbstract
The expansion of generative artificial intelligence (GenAI) has transformed study practices in higher education, raising critical ethical challenges in health sciences due to the strict need for source verification. Objective: To analyze the relationship between the weekly frequency of GenAI use, responsible use practices, and student trust in these tools for completing academic tasks among Biochemistry and Pharmacy students. Methodology: A quantitative, non-experimental, and cross-sectional study was conducted with 200 students at a public Ecuadorian university (Bioquimica... p. 2). A validated 17-item Likert-scale questionnaire was administered, deriving the Adoption and Perceived Utility Index (APUI) and the Responsible Use and Citation Index (RUCI). Inferential analysis involved Kruskal-Wallis, Mann-Whitney tests, and multiple linear regression. Results: A higher weekly frequency of use was significantly associated with greater trust to complete tasks without additional verification (\ (H = 12.180\); \ (p = 0.007\)). Conversely, responsible use practices did not show differences across levels of use (\ (H = 0.602\); \(p = 0.896\)) (Bioquimica... p. 2). In the multivariable analysis, APUI was the only factor significantly associated with such trust (\(\beta = 0.840\); \(p < 0.001\)). General conclusion: Frequent exposure to GenAI enhances trust driven by perceived usefulness rather than responsible criteria, highlighting an urgent need for institutional strategies based on active human supervision and Human-in-the-Loop approaches
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