Background
Artificial intelligence (AI) is increasingly recognized for its potential to enhance personalized learning and clinical decision-making in medical education. However, limited integration of AI into medical curricula leaves students underprepared for AI-driven healthcare. This study piloted an AI education program for first-year medical students, assessing its impact on their knowledge, confidence, and perspectives.

Methods
An interactive AI session was conducted for 241 first-year medical students at the University of Minnesota. The session included lectures, live demonstrations, and exercises with AI tools like ChatGPT, Copilot, and Gemini, where students applied AI to case-based clinical scenarios. Ethical discussions addressed potential risks, including bias and privacy. Pre- and post-session surveys captured shifts in students’ understanding, perceived utility, and confidence regarding AI use in medicine.

Results
Of 180 participants, 92 (51%) completed post-session surveys. Findings showed that a majority recognized AI’s value for enhancing study efficiency and diagnostic support, with over 50% indicating increased confidence in incorporating AI tools into their education and future practice. Concerns emerged around AI reliability, potential over-reliance, and ethical issues, especially regarding data privacy and algorithmic bias. These results reflect both the enthusiasm and caution students hold toward AI in clinical settings.

Conclusions
This pilot session suggests that early AI education can better prepare medical students for AI-integrated healthcare. However, students’ ethical concerns highlight the need for balanced curricula that combine technical AI skills with critical ethical understanding, ensuring responsible AI use in clinical practice. Future research should examine the long-term effects of AI education on clinical skills and ethical awareness.