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Physician Associate Student Use of Large Language Models to Support Learning: A Phenomenological Study.

David J Bunnell1,2,3, Stephanie L Neary1,2,3, Christopher Roman1,2,3

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Physician associate (PA) students actively use generative artificial intelligence (AI) for learning, adapting tools for practice despite minimal institutional guidance. This highlights the need for structured AI integration in PA education to foster digital literacy and prepare future clinicians.

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Area of Science:

  • Medical Education
  • Artificial Intelligence in Healthcare
  • Digital Literacy in Medicine

Background:

  • Generative AI adoption in higher education is rising, yet its specific application in physician associate (PA) programs is under-researched.
  • Existing studies on AI in PA education often overlook crucial aspects like learner engagement, critical thinking development, and institutional support structures.

Purpose of the Study:

  • To explore how didactic physician associate (PA) students integrate generative artificial intelligence (AI) into their learning processes.
  • To understand student perceptions, attitudes, and the institutional context surrounding AI use in PA education.

Main Methods:

  • A qualitative study involving semistructured interviews with 8 self-identified AI-using didactic PA students from diverse institutions.
  • Analysis guided by interpretative phenomenological analysis and constructivist learning theory, with thematic coding of interview transcripts.

Main Results:

  • Students utilized AI for generating practice questions, clarifying complex content, and preparing for clinical assessments.
  • Perceptions of AI were mixed, acknowledging its efficiency and supportiveness while noting concerns about accuracy and limitations.
  • Institutional support was minimal, with students largely navigating AI integration independently within permissive but unstructured academic environments.

Conclusions:

  • Didactic PA students proactively integrate generative AI into their studies through iterative trial, reflection, and adaptation.
  • Participants exhibited developing digital literacy and critical engagement with AI tools, even with limited formal institutional direction.
  • Findings emphasize the necessity for developing AI-integrated curricula and faculty training to ensure ethical and pedagogically effective AI utilization in PA programs, preparing students for technology-enhanced clinical practice.