Number
811
Name
Exploring how pre-clerkship medical students engage with generative AI tools
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Doreen M. Olvet, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Tracy B. Fulton, University of California at San Francisco School of Medicine
Marieke Kruidering, University of California at San Francisco School of Medicine
Bao Truong, University of California at San Francisco School of Medicine
Kumiko Endo, Med2Lab, Inc.
Robert Lucito, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Joanne M. Willey, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Presentation Topic(s)
Technology and Innovation
Description
Purpose: Although generative artificial intelligence (AI) is increasingly
used in medical education, few studies have explored how medical students
integrate it into their learning. This qualitative study examined how
pre-clerkship students use generative AI to supplement their education.
Methods: Focus groups were conducted with first- and second-year medical
students (N=28). Students were asked to describe how they view generative AI
and how they use it in medical school. Transcripts were analyzed using
content analysis.
Results: Twenty-three students (82%) reported being active generative AI
users and five (18%) were non-users. They most often used ChatGPT, Open
Evidence, Perplexity AI, Copilot, or in-house generative AI programs.
Students used generative AI to summarize content (“summarize what could be
objectively complex medical jargon into something that's like
understandable”), clarify content ( “when like I don't understand a
concept”), get help with scholarly research ( “literature review”,
“brainstorm ideas for projects”), create study materials ( “making exams out
of a set of flashcards”, “practice questions”, “create clinical vignettes”),
double check their own knowledge ( “use it for things where I have an
understanding of the material. So I'm able to kind of check it”), or have
material explained to them in a different way (“explain it to me on a lower
level”). Several students commented that they use it to save time and some
reported using it in real time to look up content when something wasn’t clear
during lectures. A distinction was made between “throwing in the information
into the AI and having it regenerate itself” vs. “asking it to come up with
the information on its own,” with the later requiring more scrutiny.
Conclusions: Pre-clerkship medical students are using generative AI to
supplement their medical school education in various ways. Faculty should
develop strategies to guide students’ use of generative AI to enhance
learning outcomes.
used in medical education, few studies have explored how medical students
integrate it into their learning. This qualitative study examined how
pre-clerkship students use generative AI to supplement their education.
Methods: Focus groups were conducted with first- and second-year medical
students (N=28). Students were asked to describe how they view generative AI
and how they use it in medical school. Transcripts were analyzed using
content analysis.
Results: Twenty-three students (82%) reported being active generative AI
users and five (18%) were non-users. They most often used ChatGPT, Open
Evidence, Perplexity AI, Copilot, or in-house generative AI programs.
Students used generative AI to summarize content (“summarize what could be
objectively complex medical jargon into something that's like
understandable”), clarify content ( “when like I don't understand a
concept”), get help with scholarly research ( “literature review”,
“brainstorm ideas for projects”), create study materials ( “making exams out
of a set of flashcards”, “practice questions”, “create clinical vignettes”),
double check their own knowledge ( “use it for things where I have an
understanding of the material. So I'm able to kind of check it”), or have
material explained to them in a different way (“explain it to me on a lower
level”). Several students commented that they use it to save time and some
reported using it in real time to look up content when something wasn’t clear
during lectures. A distinction was made between “throwing in the information
into the AI and having it regenerate itself” vs. “asking it to come up with
the information on its own,” with the later requiring more scrutiny.
Conclusions: Pre-clerkship medical students are using generative AI to
supplement their medical school education in various ways. Faculty should
develop strategies to guide students’ use of generative AI to enhance
learning outcomes.