Use of artificial intelligence in the learning process of Medical students

Abstract

ABSTRACT Introduction: Artificial Intelligence (AI) has been progressively incorporated into medical education, modifying how knowledge is accessed and utilized. Objective: To analyze medical students’ perceptions regarding the use of Artificial Intelligence in the learning process. Methods: A descriptive, cross-sectional study with a mixed-methods approach was conducted with 108 medical students. Data were collected through an online structured questionnaire and analyzed using descriptive statistics and thematic content analysis. Results: Most participants (97.2%) reported using AI tools, with ChatGPT being the most frequently used (95.4%). The main applications included tutoring (84.3%), academic activities (65.7%), and basic disciplines, particularly anatomy/morphofunctional sciences (50.9%) and physiology (41.7%). Reported benefits included improved understanding of complex content (85.2%), time optimization (78.7%), and rapid access to information (63%). Concerns were identified regarding information reliability, algorithmic bias, and technological dependence. Most students (79.6%) showed a preference for hybrid learning methods. Conclusion: Artificial Intelligence is widely integrated into students’ academic routines and is perceived as a complementary tool whose use requires a critical approach.