EVALUATING THE INFORMAL USE OF ARTIFICIAL INTELLIGENCE AMONG UNDERGRADUATE MEDICAL STUDENTS AND FACULTY

Abstract

This study explores the informal adoption of Artificial Intelligence (AI) tools by undergraduate medical students and faculty. As AI becomes increasingly accessible, both groups are leveraging it for various tasks, such as research assistance, clinical simulations, and instructional support. Despite its potential, AI integration remains largely absent from formal curricula. A cross-sectional survey was conducted among 104 students and 49 faculty members to evaluate their AI usage. Questions assessed the frequency, applications, and challenges of AI use, alongside motivations and perceived value. Tools frequently mentioned included ChatGPT, Google Gemini, PubMed AI, Turnitin, and Quillbot. Open-ended responses provided additional insights into the barriers and opportunities for AI integration. The majority of respondents (87.51%) use AI tools regularly, with 40.63% using them daily and 46.88% weekly. The findings reveal a substantial gap between the informal use of AI tools and their integration into formal curricula. Students and faculty actively pursue AI for academic enrichment, yet the absence of structured training limits its impact. This study is advocating for the inclusion of AI literacy and specific AI tools in syllabuses to optimize effective use, aligning resources with the evolving needs of learners and educators in medical education.

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