Edidiong Orok

2 Publications in AERD

Author Publications

Pharmacy students’ perception and knowledge of chat-based artificial intelligence tools at a Nigerian University

By Edidiong Orok

Background: Chat-based Artificial Intelligence (AI) tools, such as ChatGPT®, are becoming integral to various aspects of pharmacy education. However, their integration into the curriculum faces challenges due to students’ varying levels of knowledge and perceptions. This study aimed to evaluate pharmacy students’ knowledge and perception of chat-based AI tools at Afe Babalola University, Ado-Ekiti, Nigeria (ABUAD). It also assessed their familiarity with these tools and their usage patterns. Method: A cross-sectional online survey was conducted from March to April 2024 among undergraduate pharmacy students, selected through random sampling. Student knowledge was categorised as good or poor while perception was grouped into positive or negative. Data analysis was conducted using Statistical Product and Service Solutions version 27. Results: A total of 252 students participated in this study with the majority being female (72.2%). Most students (88%, n = 222) were familiar with chat-based AI tools, with ChatGPT® being the most commonly used (82.8%) for assignments and studying. Students generally showed a positive perception of the tools, with 85.3% believing it enhances academic performance. Concerns were raised about potential distractions (65.7%) and the risk of academic dishonesty (65.1%). Students with prior AI education (p < 0.001), higher levels of study (p = 0.011), and prior awareness (p < 0.001) demonstrated significantly higher knowledge scores. Conclusion: Pharmacy students at ABUAD demonstrated good knowledge of chat-based AI tools and generally positive perceptions towards its use. The study underscores the need to integrate AI education into the pharmacy curriculum to address knowledge gaps and better prepare students for future technological advancements. © The Author(s) 2024.

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Causes and mitigation of academic dishonesty among healthcare students in a Nigerian university

By Edidiong Orok

This study aimed to assess the knowledge, perception, influencing factors as well as suggested strategies to reduce academic dishonesty among healthcare students.A cross-sectional design that employed a self-administered online questionnaire was used to collect data among healthcare students in Afe Babalola University, Ado-Ekiti, Nigeria. Purposive and simple random sampling techniques were used in selecting the respondents. Knowledge was categorised into poor (< 50% of total score), fair (50-69% of total score) and good (& GE; 70% of total score) while perception was classified as positive (& GE; 50% of total score) and negative (< 50% of total score). Association between student demographics, and perception of academic dishonesty was analysed using Chi-Square and Fisher Exact tests. Differences in knowledge between demographics was analysed using independent sample T-test and One way Analysis of variance.Three hundred thirty-five students were enrolled in this study of which 83.3% were female and the mean age of the respondents was 19.33 years. 29.8% and 94.9% of the students showed good knowledge and positive perception of academic dishonesty respectively. There was a significant difference in knowledge based on students' level of study (p < 0.001) and departments (p < 0.001). Fear of failure (77.0%), social stigma and peer pressure (37.0%) were commonly identified reasons for academic dishonesty among students while strict punishment (18.3%) and proper invigilation (16.2%) were the most suggested strategies (n = 178) to control academic dishonesty among students.Poor to fair knowledge and positive perception towards academic dishonesty was shown by majority of the students. Educational intervention in form of training and proper implementation of suggested strategies is warranted to improve knowledge, reduce misconceptions and ultimately reduce academic dishonest behaviours among students.

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