Jun 2026· Wiadomosci lekarskie· Vol 79 6, pp.
1292-1299
· 0 citations· 13 references
Medicine
TL;DR
Future pediatricians actively engage with digital tools and AI, although confidence is higher in AI tasks than in integrated devices or clinical decision systems, which guided the development of updated courses to strengthen digital competence, practical skills, and critical evaluation of AI.
Abstract
Objective
Aim: To analyze key aspects of the application of AI as a clinical mentor in telemedicine-based medical education, and to assess the related opportunities, challenges, and attitudes of pediatric students.
PATIENTS AND
Methods
Materials and Methods: A cross-sectional study was conducted to assess the level of digital competence of future pediatricians regarding telemedicine and AI. A total of 251 students from the Faculty of Pediatrics at Bogomolets National Medical University (BNMU) participated in the survey. Participants were aged 17 to 26 years, of whom 17.9% were male and 82.1% were female. The questionnaire included items on demographic characteristics, knowledge and use of telemedicine and AI tools, self-assessment of digital competence, and attitudes toward the integration of AI in healthcare. Data were analyzed using descriptive statistics and presented as relative frequencies (%).
Results
Results: The study assessed digital competence and the use of AI among 251 future pediatricians regarding telemedicine-based medical education. Survey results indicated active engagement with AI tools in educational and professional tasks (63.7% positive responses), moderate confidence in integrated digital devices (55.0%), and cautious self-assessment of clinical decision support systems (53.4%). These findings informed the development and revision of courses at BNMU, enhancing students' practical skills and digital competence.
Conclusion
Conclusions: Future pediatricians actively engage with digital tools and AI, although confidence is higher in AI tasks than in integrated devices or clinical decision systems. The findings guided the development of updated courses to strengthen digital competence, practical skills, and critical evaluation of AI. Successful telemedicine implementation requires addressing data security, regulation, human-centred care, and digital inclusion to ensure safe, effective, and equitable healthcare.
The normalisation of АІ in academic practice indicates its role as a cognitive extension in medical education, which necessitates the development of structured educational strategies and methodological guidelines for its responsible use in medical training.
Inna I. Kucherenko, A. O. Burdeinyi, L. Lymar et al.· Polski merkuriusz lekarski :...· 0 citations
Background: Artificial intelligence (AI) is increasingly being used in medical education, offering opportunities for personalized learning, rapid access to information, and support for academic activities. However, concerns regarding accuracy, overdependence, and reduced critical thinking remain.
Objectives: To assess the perceptions, attitudes, perceived benefits and concerns regarding the use of AI tools among undergraduate medical students.
Methods: A cross-sectional study was conducted among 767 undergraduate medical students at a tertiary care teaching institution in Bharuch, Gujarat, India, from January to March 2026. Students from all MBBS years who provided informed consent were included. Data were collected using a pre-tested, semi-structured questionnaire administered through Google Forms. Descriptive statistics were used to summarize the findings as frequencies and percentages.
Results: Among 767 participants, AI use was reported daily by 207 (27.0%) students, on a few days per week by 282 (36.8%), and occasionally or rarely by 278 (36.2%). ChatGPT was the most commonly used AI tool reported by 698 (91.0%) students, followed by Google Gemini 398 (51.9%). The most common academic purpose of AI use was clarifying difficult concepts, reported by 561 (73.1%) students, followed by obtaining quick summaries or notes 460 (60.0%). AI was considered very helpful for understanding concepts by 445 (58.0%) students, while 515 (67.1%) reported faster learning. Nearly half 367 (47.8%) supported integrating AI into medical teaching. However, inaccurate information 334 (43.4%), reduced critical thinking 327 (42.6%), and overdependence 252 (32.8%) were major concerns.
Conclusions: AI tools are widely used and positively perceived by medical students. Structured and responsible integration of AI into medical education may maximize its benefits while minimizing potential risks.
Keywords: Artificial Intelligence, ChatGPT, Medical Education, Medical Students
Vaishali Patel, Vallari Jadav, Kuntal Patel· International journal of sci...· 0 citations
Although baseline knowledge of AI among medical students and faculty members was limited, both groups demonstrated strong positive attitudes and a clear demand for further training, highlighting the importance of integrating structured AI education into medical curricula to support the responsible and effective use of emerging technologies.
Ay Sıla Çaloğlu, Halid Durna, Zeynep Naz Ergen et al.· Journal of Medical Education...· 0 citations
A comparative analysis of age groups refutes the simplistic notion that “younger people are more supportive of AI, while older people more resistant to it”.
D. Korabelnikov, A. Lamotkin· FARMAKOEKONOMIKA. Modern Pha...· 0 citations
The clinical examination remains a cornerstone of medical training; however, the expansion of medical schools and structural limitations have reduced practical opportunities, favoring the use of active methodologies and virtual patients based on artificial intelligence (AI). This study aimed to develop an original AI-based virtual patient (VP) and evaluate its acceptance and applicability as a complementary tool for teaching medical semiology. This was an exploratory and experimental study with a mixed qualitative-quantitative approach, approved by an Ethics Committee, involving medical students who had completed Semiology I. The project was conducted in two stages: creation of a pilot VP using the ChatGPT API, grounded in updated clinical guidelines; and development of the original VP (SimHarvey) on its own platform. The methodological approach consisted of a nine-item Likert questionnaire assessment, with descriptive and non parametric inferential statistical analyses. A total of 118 students participated, with high tool acceptance and means above 4.0/5.0 for satisfaction, utility in clinical examination training, learning, confidence, and recommendation. No significant differences were found regarding sex or academic stage, and the overall perception was significantly above the neutral point (p<0.001). The findings indicated that the AI-based VP favored clinical reasoning, anamnesis organization, and the simulation of diverse clinical scenarios, corroborating the literature on virtual patients as effective and accessible educational strategies. SimHarvey proved to be a low-cost, well-accepted tool with relevant potential to complement medical training, without replacing real clinical practice, being especially useful in contexts with structural constraints.
Matheus de Lima Botelho, Lara Milhomem Campos, Leonardo Alves Soares et al.· O Mundo da Saúde· 0 citations
It was concluded that the integration of AI into the training of health professionals requires a deliberate pedagogical approach, the strengthening of faculty digital competencies, and specific institutional ethical frameworks.
Katherine Jazmín Gaibor Veloz, Diana Ivonne Castro Córdova, Belén Estefanía Albán Manzano et al.· MENTOR revista de investigac...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
