Abstract

The objective of this article is to assess the impact of generative artificial intelligence (AGI) as a learning tool in clinical practice, as perceived by clinical students of human medicine. To this end, six learning activities were devised and executed, employing diverse pedagogical approaches and AGI tools, with the objective of addressing various facets of clinical practice. These included the creation of explanatory material, literature analysis, the selection of clinical cases for publication, the development of self-assessment questions, the production of explanatory videos, and the creation of scientific posters. These activities were conducted during the clinical internships of the fifth year of the medical curriculum and were evaluated using both quantitative and qualitative methods. The findings indicated that the incorporation of GAI as a pedagogical instrument in the clinical training of medical students yielded a favorable influence on their motivation, self-assurance, satisfaction, competencies, and knowledge. The students identified GAI as a novel, applicable, useful, and transferable tool and expressed interest in continuing to use it in the future. However, the results also indicated that students encountered certain challenges and difficulties in utilizing GAI as a learning tool, including overconfidence, resistance, and a lack of understanding. In conclusion, this study provides empirical evidence on the use of GAI as a learning tool for undergraduate medical students' clinical practices, and contributes to the knowledge base regarding the possibilities and challenges of GAI application in higher education.