ArticleJMIR formative research2025
Perceptions, Usage, and Educational Impact of ChatGPT Among Medical Students in Germany: Cross-Sectional Mixed Methods Survey.
Article in JMIR formative research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Medical Students' Attitudes, Perceptions, and Self-Reported Familiarity With AI in Health Care: Systematic Review and Meta-Analysis.JMIR medical education · 2026Pooled it
- Principles for medical students' responsible use of generative AI: a student-partnered Delphi study.BMC medical ethics · 2026Article
- [Large language models in rheumatology : New ways of knowledge transfer].Zeitschrift fur Rheumatologie · 2026Review
- Assessing the educational quality of YouTube videos on celiac plexus blocks: Expert review and AI-based evaluation.Interventional pain medicine · 2026Article
- The relationship between medical students' attitudes toward artificial intelligence and their personality traits: a multicenter study in China.Frontiers in public health · 2026Article
- ChatGPT in medical education: a cross-sectional analysis of usage, attitudes, perceptions, and practices among Saudi medical students.Frontiers in artificial intelligence · 2026Article
- Artificial intelligence in veterinary education: self-perceived knowledge, use, and attitudes among veterinary students in Spain and Portugal.Frontiers in veterinary science · 2026Article
- Generative artificial intelligence in medical education: from knowledge assessment to clinical reasoning and professional competence.Frontiers in medicine · 2026Review
- Artificial Intelligence in Medical Education: A Cross-Sectional Study of Usage Patterns and Perceptions Among Medical Students at a Brazilian Public University.Advances in medical education and practice · 2026Article
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8 authors.
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Abstract
Background: Large language models such as ChatGPT offer significant opportunities for medical education. However, empirical data on actual usage patterns, perceived benefits, and limitations among medical students remain limited. Objective: This study aimed to assess how medical students in Germany use ChatGPT, their perceptions of its educational value, and the challenges and concerns associated with its use. Methods: A cross-sectional 17-item online survey was conducted between May and August 2024 among medical students from Philipps University Marburg, Germany. A mixed methods approach was applied, combining descriptive and inferential statistical analysis with qualitative content analysis of open-ended responses. Results: A total of 84 fully completed surveys were included in the analysis (response rate: 26.7%; 315 surveys started). Overall, 76.2% (64/84) of the participants reported having used ChatGPT for medical education, with significantly higher usage during exam periods (P=.003). Preclinical students reported higher overall usage than clinical students (P=.02). ChatGPT was primarily used for summarizing information by 60.7% (51/84) of students, for literature research by 57.7% (49/84), and for clarifying concepts by 47.1% (40/84). A total of 70.2% (59/84) felt that it helped them save time, and 51.2% (43/84) reported an improved understanding of content. In contrast, only 31% (26/84) saw benefits for applying knowledge and 15.5% (13/84) for long-term knowledge retention. Qualitative responses highlighted clear benefits such as time savings and support in exam preparation, while also pointing to potential applications in clinical documentation and expressing concerns about misinformation and source transparency. However, 73.3% (55/75) expressed concerns about misinformation, and 72.6% (61/84) reported lacking confidence in their artificial intelligence (AI)-related skills. Only 41.7% (35/84) stated that they trust ChatGPT's outputs. Students who used the tool more frequently also reported higher levels of trust in ChatGPT's outputs (r=0.374, P<.001). Over 70% of respondents indicated a strong desire for increased integration of AI-related education and practical applications within the medical curriculum. Conclusions: ChatGPT was already widely used among medical students, especially in exam preparation and the early stages of training. Students valued its efficiency and support for understanding complex material, but its long-term influence on learning is limited. Concerns about reliability, source transparency, and data privacy remain, and AI skills played a key role in shaping usage. These findings underscore the need to integrate structured, practice-oriented AI education into medical training to support critical, informed, and ethical use of large language models.
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