Artificial Intelligence Use and Academic Outcomes in Medical and Health-Science Students
Sara Abdullah, Vana Talaat, Bala Anwer, Mariam Ali
Apex Medical Journal, 2026, Volume 1, Issue 1
Artificial intelligence (AI), particularly generative AI, is increasingly used in medical and health-science education for explaining complex concepts, academic writing, summarizing information, data interpretation, and exam preparation. However, evidence regarding its academic, learning, and psychosocial impacts among students remains limited. This study assessed AI use, perceived usefulness, academic impact, AI-related stress, language-related use, social and emotional effects, future perceptions, and self-reported academic performance among medical and health-science students. A cross-sectional questionnaire-based study was conducted from November 17, 2025, to April 7, 2026. A total of 768 students completed an online structured questionnaire. Data was analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses. AI use was highly prevalent, with 752 students reporting previous use. ChatGPT was the most commonly used platform, and 499 students reported daily AI use. AI was primarily used to explain difficult topics, improve assignments, summarize lectures, and support research-related tasks. Overall, 95.7% reported that AI improved learning and understanding, 71.6% perceived moderate-to-high benefits for exam preparation, and 70.7% reported improved grades. Perceived usefulness, critical engagement, AI use intensity, stress reduction, and language-related use were positively associated with perceived academic benefits, whereas AI-related str