The rapid digital transformation of healthcare, driven by AI and the COVID-19 pandemic, has emphasized the need for healthcare professionals to gain AI-related competencies (Deshpande et al., 2023), placing new demands on educational institutions (TerKonda and Fish, 2023, Manne and Kantheti, 2021). AI literacy now goes beyond basic digital skills. It includes the ability to interact with large language models (LLMs), assess AI-generated outputs and apply ethical reasoning in digital contexts (Jimma, 2023, Baro et al., 2019). Tools such as ChatGPT have been widely adopted in higher education, prompting a redefinition of essential academic and professional competencies. Students must develop prompting skills, the ability to craft effective inputs to guide AI behavior and critically evaluate the accuracy and reliability of AI-generated content (Heston and Khun, 2023, Knoth et al., 2024). Despite this growing need, there is a clear pedagogical gap in training students to engage critically with AI. While digital literacy frameworks are evolving, most health professions curricula do not yet include structured instruction in prompting skills or ethical AI use (Oppenlaender et al., 2024, Patil et al., 2024). This gap limits students' ability to use AI responsibly and integrate it meaningfully into professional learning and clinical practice.

This study addresses that gap by examining how simulation-based AI learning activities, specifically ChatGPT use and ChatBot development, can enhance prompting skills and intrinsic motivation among undergraduate healthcare management students. By comparing these approaches, the study contributes to the growing field of AI literacy and offers a pedagogical framework for integrating prompting skills into health professions education.