AB244. SOH26AB_0289. Exploring how medical students use AI in their studies: a quality improvement project on the use of AI technology in problem-based learning

Background: The use of generative artificial intelligence (AI) in medical education is expanding rapidly, with tools like ChatGPT commonly employed by students to summarize complex content, organize notes, generate differentials, and aid academic writing. Informal discussions in problem-based learning (PBL) sessions have suggested that many students were already relying on these tools. This study aimed to prompt inquiry into their use, benefits, and relevance in future medical education.

Methods: A short questionnaire was distributed to year 2 medical students at the University of Limerick. This survey explored the extent and frequency of AI use, preferred platforms, prior training, purpose of use, and the student’s perception of AI.

Results: A total of 55 students completed the questionnaire, with most aged 20–25 years and a female majority (55%). The use of AI was almost universal (98%), with 60% of students using it on a daily basis. ChatGPT is the most prevalent platform used (75%). Only 2% of students have received formal instructions of AI use. Some of the uses were to enhance their understanding of material (91%), summarize complex topics (80%), and generate differential diagnoses (45%). Additionally, in exam preparation, AI was most commonly used to review challenging concepts (78%), consolidate key topics (65%), and create sample quizzes.

Conclusions: Generative AI is used extensively by medical students to aid learning, which highlights a growing reliance on these tools. As the role of AI expands, medical education needs to provide guidance and training to ensure AI is used responsibly to enhance clinical learning rather than replace it.

Keywords: Artificial intelligence (AI); problem-based learning (PBL); ChatGPT; medical education; learning support