Perceptions and Utilization of Artificial Intelligence in Manuscript Writing: A Cross-Sectional Survey in Health Care Academics

Introduction Artificial intelligence (AI) transforms academic writing by providing tools that enhance efficiency, accuracy, and quality. Models such as ChatGPT are increasingly used for tasks such as grammar correction, structure refinement, and citation management. However, uncertainties and ethical concerns regarding the role of AI in manuscript writing remain. This study aims to assess AI's awareness, usage, and perceptions among academic professionals, focusing on its benefits and ethical implications. Methodology A cross-sectional survey was conducted among 100 academic professionals from India and Saudi Arabia, including lecturers, assistant professors, associate professors, and professors. The 15-question survey addressed demographic details, research experience, knowledge of AI, and views on its ethical use. Descriptive statistics were used to analyze the responses, with frequencies and percentages calculated for each item. Comparative analyses were performed via the Mann–Whitney U test and the Kruskal‒Wallis H test to assess differences in response based on gender, qualification, and years of experience. Results Among the 100 participants, 69% were aware of AI in manuscript writing, and 68% believed that it enhanced the quality and efficiency of their academic work. Most respondents (92%) supported formal AI training programs and guidelines for ethical AI use. However, 33% raised concerns about the moral implications of AI in academic writing. Among the 100 participants, 69% were aware of AI in manuscript writing, and 68% believed it enhanced the quality and efficiency of their academic work. Notably, 92% supported implementing formal AI training programs and guidelines for ethical use, while 33% expressed concerns about its moral implications. Significant differences were observed based on demographic factors such as qualifications and years of experience (p < 0.05). Most participants were aged 36–50 years (55%) and held a master’s degree (74%). Despite ethical concerns, the findings highlight the growing acceptance of AI in academic writing and emphasize the need for structured training and guidelines to facilitate its responsible adoption. Conclusion This study highlights the growing acceptance of AI in academic writing. Most professionals acknowledge its benefits for enhancing efficiency and quality.