Dependence on Generative Artificial Intelligence Among Medical Students and Its Association With Critical Thinking: A...

Area of Science:

• Medical Education
• Artificial Intelligence
• Cognitive Science

Background:

• Generative artificial intelligence (AI) offers significant educational benefits but poses risks of pathological dependence.
• Understanding the prevalence of AI dependency and its impact on critical thinking in medical students is crucial.

Purpose of the Study:

• To evaluate the prevalence of Generative AI dependency among undergraduate medical students.
• To assess the association between Generative AI dependence and critical thinking disposition.

Main Methods:

• A cross-sectional study was conducted with 722 undergraduate medical students in Tamil Nadu.
• Data were collected using digital questionnaires with validated Generative AI Dependency and Critical Thinking Disposition Assessment Questionnaire (CTDAQ-20) scales.
• Statistical analyses included non-parametric tests, Spearman's rank correlation, and multiple linear regression.

Main Results:

• Generative AI usage was reported by 96.3% of students.
• Higher AI dependence was observed in male and final-year students.
• AI dependence showed a significant inverse correlation with critical thinking, with higher dependence associated with lower scores.

Conclusions:

• Generative AI use is prevalent, but dependence negatively impacts critical thinking, especially in certain demographics.
• Medical curricula should integrate active learning and clinical reasoning assessments.
• Promoting AI literacy is essential to position AI as a cognitive adjunct, not a replacement.