Purpose
AI tools are changing how students learn, but they may also be quietly reshaping how students work together. As clinical reasoning apps, diagnostic chatbots, and learning platforms become common, questions arise about whether peer discussion and teamwork are being strengthened, sidestepped, or replaced. This study explored how Indian medical students experience peer collaboration in the presence of AI tools during group-based learning.

Methods
Twenty-four undergraduate medical students took part in focus group discussions after participating in AI-supported group learning activities, including case-based discussions and team-based learning. Each group used an AI tool that provided suggestions, feedback, or differential diagnoses. The discussions focused on how the presence of AI influenced their roles, group dynamics, and shared decision-making. Sessions were recorded, transcribed, and analyzed using thematic analysis with attention to patterns of interaction and perception.

Results
Three key themes emerged. One, AI as a silent teammate, described how students sometimes relied on AI to resolve debates or validate answers without deeper discussion. Two, reshaping group roles, captured how confident students took on roles of AI interpreters, while quieter students stepped back. Three, less talk, faster answers, reflected a decline in open exploration, as some groups moved quickly to consensus once the AI gave input. A few students found this efficient, others missed the depth that came from debating and reasoning together.

Conclusion
Introducing AI into team learning brings both support and disruption. While these tools can assist with knowledge and confidence, they may also shift group dynamics in subtle ways. Educators need to guide students in using AI not as a replacement for collaboration, but as a prompt to deepen it. Understanding how teamwork evolves in AI-supported spaces is essential for designing future-ready education.