A detailed analysis of how Indian MBBS students are using AI chatbots like ChatGPT for exam preparation, research, and medical education. Based on a recent Indian study published in the Indian Journal of Medical Research, this article explains prevalence, benefits, limitations, and the future of AI in Indian medical colleges.
Medical education today demands intense cognitive effort, rapid information processing, and continuous self-directed learning. In recent years, Artificial Intelligence (AI) chatbots such as ChatGPT have emerged as digital learning assistants. These tools can simplify complex topics, generate clinical scenarios, summarize textbooks, and help students revise efficiently.
Globally, multiple studies from China, the USA, the UK, Saudi Arabia, and Europe have already shown increasing adoption of AI tools among medical students, especially for exam preparation and conceptual clarity. However, concerns regarding reliability, ethical use, and overdependence remain. In India too, students have started using these tools widely, but systematic data on their actual usage patterns was lacking. This gap formed the basis of the present study.
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International research shows mixed but largely optimistic trends. Studies from China and the USA report that although not all students use ChatGPT daily, most recognize its potential to improve efficiency and understanding. Research from Saudi Arabia and the UK shows high awareness but also significant concern about accuracy, ethics, and over-reliance.
Systematic reviews have highlighted the strengths of AI chatbots, such as flexibility, instant feedback, and personalized explanations, while also warning about factual errors and hallucinations. Some innovative teaching models even used ChatGPT in problem-based learning and showed improved student engagement. However, educators worldwide agree that AI cannot replace human mentorship and clinical training, but can only act as a supportive tool.
Given the rapid global shift toward AI-assisted learning, it became essential to study how Indian medical students perceive and use AI chatbots. The primary aim was to assess the prevalence, patterns of use, perceived benefits, and limitations of AI chatbots among MBBS students.
Understanding these aspects is crucial before integrating AI literacy into undergraduate medical curricula in a structured and responsible manner.
This study was conducted under the Department of Forensic Medicine and Toxicology at Hinduhridaysamrat Balasaheb Thackeray Medical College and Dr. R. N. Cooper Municipal General Hospital, Mumbai. The institution has good digital infrastructure and high internet accessibility among students, making it an ideal setting for such a study.
A total of 385 undergraduate MBBS students from all academic years, aged between 18 and 24 years, were included to ensure diversity and representativeness.
A cross-sectional study design was used. Data were collected using a structured, self-administered questionnaire distributed through Google Forms. The questionnaire covered:
The study was conducted between June 10, 2025 and July 21, 2025. Statistical analysis was performed using SPSS and R software. Chi-square tests and logistic regression were used to identify associations and predictors of chatbot usage.
Only those MBBS students who were aware of AI chatbots and gave informed consent were included. Students were excluded if they had never heard of AI chatbots, declined participation, or submitted incomplete responses. This ensured data quality and relevance.
Students from all MBBS years participated, with slightly higher representation from third-year and final-year students. Males constituted 54.8% of the sample, while females made up 45.2%. More than 90% of students reported reliable access to smartphones, internet, and digital devices, indicating good technological readiness for AI-based tools.
The findings were striking. 97.7% of students were aware of AI chatbots, and 86% had already used them for academic purposes. This clearly shows that AI tools have already entered routine academic life of medical students, even without formal institutional integration.
The most common uses were:
Surprisingly, use for MCQ generation and advanced learning strategies was relatively low. Smartphones were the most commonly used devices to access AI tools, followed by tablets and desktop computers. Students also continued to rely on traditional digital resources such as lecture videos, e-books, and MCQ banks alongside AI tools.
Although overall awareness was high, only 35.6% of students knew about prompt engineering. Most students used very short and basic prompts, indicating superficial use of AI tools rather than deep, structured interaction. This suggests that students are underutilizing the true potential of these technologies due to lack of training.
Students felt that AI chatbots were particularly useful for:
More than 60% of students felt that AI chatbots should be included in the curriculum in some form. Most rated their experience as positive, though opinions on productivity improvement were mixed.
The main barriers reported were:
These concerns mirror those reported in international studies and highlight the need for structured guidance rather than unregulated use.
The results are consistent with international literature. Studies from Europe, the USA, and Asia also report high adoption for exam preparation but limited advanced use. Interestingly, previous research has shown that ChatGPT can perform at a level comparable to a third-year medical student on USMLE questions, which explains why students are increasingly trusting these tools.
These limitations mean results should be interpreted carefully, but they still provide valuable insight into current trends.
This study strongly suggests that AI literacy should become part of the medical curriculum. Training should focus on:
Clear policy guidelines are also needed, especially since students have mixed opinions about regulation. Long-term and interventional studies are required to understand how AI affects learning outcomes, clinical reasoning, and professional development.
The study shows that AI chatbots are already deeply embedded in medical students’ learning habits. Awareness and usage are high, perceptions are mostly positive, but skills and guidance are lacking. Rather than ignoring or banning these tools, medical education in India must adapt, regulate, and teach students how to use AI wisely, ethically, and critically.
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