ArticleJMA journal2026
Current Status of Generative Artificial Intelligence Utilization in Medical Education: A Cross-Sectional Survey of Medical Students and Faculty.
Article in JMA journal, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
15 authors.
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Abstract
Introduction: Generative artificial intelligence (gAI), particularly large language models such as ChatGPT, is rapidly transforming various sectors, including medical education. Despite increasing interest, few studies have investigated how gAI is actually used in medical education settings, especially in Japan. This study aimed to assess the current use of gAI among medical students and faculty members, and to compare gAI usage patterns and attitudes between these two groups. Methods: A cross-sectional survey was conducted from April to May 2025 at the Oita University Faculty of Medicine. A total of 1,017 students and 470 faculty members from the School of Medicine, School of Nursing, and Department of Advanced Medical Sciences were invited to complete an anonymous online questionnaire. The survey covered gAI usage experience, purposes of use, and attitudes toward gAI in academic contexts. Results: The response rates were 40% for students (402/1,017) and 74% for faculty members (350/470). Most students (82.1%) and faculty (73.4%) had prior experience using gAI tools, primarily for report writing, lecture preparation, and information retrieval, with students showing a higher rate of gAI usage experience than faculty (p < 0.05). While 92.8% of students and 86.5% of faculty supported gAI use under certain conditions, 73.4% of faculty members reported major concerns, including ethical risks and the risk of personal information leakage. In the faculty survey, younger faculty members, and those with gAI usage experience were also significantly more likely to approve the introduction of gAI into medical education (p < 0.05). Conclusions: gAI is widely accepted and used in medical education. However, ethical guidelines, digital literacy education, and thoughtful integration strategies are essential to ensure its responsible use.
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