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Use and Perceptions of Generative Artificial Intelligence Tools Among First-Year Medical Students: A Cross-Sectional
Stella Loizou1, Vered Aharonson1,2, Photos G Hajigeorgiou1
1Department of Basic and Clinical Sciences, Medical School, University of Nicosia, Nicosia, 2408, Cyprus.
Background:
Artificial intelligence (AI) tools, particularly large language models, are increasingly integrated into medical education. However, little is known about how early medical students perceive their educational value, reliability, and ethical implications.
Methods:
A cross-sectional survey was conducted among first-year students in the Undergraduate (MD) and Graduate-Entry (GEMD) Medical Programmes at the University of Nicosia, Cyprus. A total of 102 students participated across three cohorts: MD2030 (n = 44), MD2031 (n = 46), and GEMD2030 (n = 12). The questionnaire explored awareness and use of AI tools, perceived benefits and risks, trust in AI-generated medical information, ethical concerns, and attitudes toward AI in medical education. Quantitative data were analysed using descriptive and inferential statistics, while open-ended responses underwent sentiment analysis and topic modelling.
Results:
Awareness of AI tools was nearly universal (93-100%), with ChatGPT use reported by 87-100% of students. Regular use ranged from 70.5% in MD2030 to 100% in GEMD2030. Students perceived AI as a valuable supplementary learning tool (mean Likert scores 4.07-4.22/5), particularly for improving understanding and efficiency. Trust in AI-generated medical information remained moderate (3.11-3.33/5), reflecting concerns about inaccuracies and ethical issues. Open-ended responses highlighted incorrect AI-generated information as a common concern. A significant difference in reported encounters with incorrect AI-generated content was observed between cohorts (χ 2 = 10.73, p = 0.0047), with lower reporting among students exposed to AI-literacy training, suggesting an association between prior exposure to AI literacy activities and differences in how students report AI-generated errors.
Conclusion:
AI tools are widely adopted by medical students and are perceived as enhancing rather than replacing traditional study methods. Structured AI literacy activities may be associated with differences in how students evaluate AI-generated content; however, further longitudinal and controlled studies are required to determine whether such educational experiences have a measurable impact on learners' attitudes and practices.
