Purpose
As AI becomes part of health professions education,students are not only learning content,they are also shaping how they present themselves in digital spaces. Whether through chat interactions, dashboards, or algorithm driven feedback, students begin to form a sense of how they are seen and who they are as learners. This study explored how students construct and experience their digital identity while engaging with AI powered educational tools.

Methods
A qualitative study was conducted with Year I-IV undergraduate medical students who had used AI supported platforms for learning and assessment.In depth interviews explored how students understood the way AI responded to them, how that influenced their behavior or self image, and whether they felt more visible, judged, or in control. Data were analyzed using interpretative methods, with close attention to how students described moments of clarity, confusion, or self reflection related to their digital presence.

Results
Students shared a range of responses to learning with AI. One theme, I am what the system sees, captured how students often felt defined by the metrics, feedback patterns, or predictive suggestions generated by AI tools. Some adjusted their responses to match what the system seemed to reward. Another theme, trying to stay authentic, described students’ efforts to remain true to their learning style and goals, even when AI outputs nudged them in other directions. Many reflected on a growing awareness of how digital tools not only track performance, but also shape how they view themselves as learners.

Conclusion
Students are not just users of AI, they are also being shaped by it. Their digital identity is constructed through feedback loops, algorithmic assumptions, and design choices. Educators must recognize this hidden layer of learning and guide students to critically reflect on their presence in AI supported spaces which help them to be self-aware and grounded.