Perception of training and usage of artificial intelligence tools as technology enhanced learning: A case report on final year students’ perspectives at Dubai Medical University

Khanday, Shifan and Saleh, Seba Anas Mohammed and Shajahan, Jaseena and Majeed, Ameera and Salim Alqiwani, Ruqaya Hashem and Belhoul, Shaikha Jamal Khalifa and Abdulla Aldhanhani, Maryam Ali Mohamed (2025) Perception of training and usage of artificial intelligence tools as technology enhanced learning: A case report on final year students’ perspectives at Dubai Medical University. World Journal of Advanced Engineering Technology and Sciences, 14 (3). pp. 275-278. ISSN 2582-8266

Background: The integration of Artificial Intelligence (AI) in medical education has the potential to revolutionize clinical training by facilitating interactive learning and bridging the gap between theory and practice. This case report investigates final year students’ perceptions at Dubai Medical College for Girls regarding the training and utilization of various AI tools—including the ChatGPT Edu Platform, think-pair-share collaborative sessions, clinical scenario exercises, and virtual patient simulations. Methods: A cross-sectional, questionnaire-based study was conducted among final year medical students. The instrument comprised both quantitative items (using a five-point Likert scale) and open-ended questions to assess the adequacy of training, frequency of tool usage, and perceived impact on clinical learning. Results: Approximately 75% of the participants reported that the training sessions effectively prepared them to use AI tools in clinical contexts. Over 65% of students indicated regular use of AI resources, with 70% acknowledging a positive influence on their understanding of complex clinical cases. However, around 30% experienced occasional technical issues, underscoring the need for improved IT support and advanced training modules. Conclusion: Final year students perceive AI-enhanced learning as a valuable addition to the medical curriculum. The effective use of the ChatGPT Edu Platform, collaborative sessions, clinical scenarios, and virtual patients significantly contributes to bridging theoretical knowledge and clinical application. Ongoing training and enhanced technical support are recommended to further optimize these educational innovations.