ArticleJMIR medical education2025
Perception of Medical Undergraduates on Artificial Intelligence in Medical Education: Qualitative Exploration.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- AI integration into undergraduate health education streams- a multicenter study in Sri Lanka.BMC medical education · 2026Observational
- Effectiveness and students' perception of tutor-guided AI navigation in undergraduate medical education in Sri Lanka: a quasi-experimental study.BMC medical education · 2026Article
- Beyond acceptance: bounded use of AI and VR in orthopedic education.Frontiers in medicine · 2026Article
- Examining the association between AI-enhanced education and medical students' self-directed learning using an integrated TAM-UTAUT2 model.Frontiers in medicine · 2026Article
- AI Use or Non-use by First-Year Medical Students: A Qualitative Study of Perspectives, Usage, and Recommendations.MedEdPublish (2016) · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Artificial intelligence (AI) has revolutionized medical education by delivering tools that enhance and optimize learning. However, there is limited research on the medical students' perceptions regarding the effectiveness of AI as a learning tool, particularly in Sri Lanka. Objective: The study aimed to explore students' perceived barriers and limitations to using AI for learning as well as their expectations in terms of future use of AI in medical education. Methods: An exploratory qualitative study was conducted in September 2024, involving focus group discussions with medical students from two major universities in Sri Lanka. Reflexive thematic analysis was used to identify key themes and subthemes emerging from the discussions. Results: Thirty-eight medical students participated in 5 focus group discussions. The majority of the participants were Sinhalese female students. The perceived benefits included saving time and effort and collecting and summarizing information. However, concerns and limitations centered around inaccuracies of information provided and the negative impacts on critical thinking, social interactions (peer and student teacher), and long-term retention of knowledge. Students were confused about contradictory messages received from educators regarding the use of AI for teaching and learning. However, participants showed an enthusiasm for learning more about the ethical use of AI to enhance learning and indicated that basic AI knowledge should be taught in their undergraduate program. Conclusions: Participants recognized several benefits of AI-assisted learning but also expressed concerns and limitations requiring further studies for effective integration of AI into medical education. They expressed openness and enthusiasm for using AI while demonstrating confusion and reluctance due to the perspectives and stance of educators. We recommend educating both the educators and learners on the ethical use of AI, enabling a formal integration of AI tools into medical curricula.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.