AI Dependency Among Health Care Professional Students And Its Impact On Their Academic Performance & Critical Thinking –A Cross-Sectional Study
Keywords:
Artificial Intelligence, Healthcare Education, Academic Performance, Critical Thinking, Student Dependence.Abstract
Objective: The adoption of Artificial Intelligence (AI) tools, including platforms like ChatGPT, in educational environments has garnered growing attention, especially among students in healthcare-related programs. While AI presents opportunities to enhance learning efficiency, concerns remain about its influence on students' academic performance and critical thinking capabilities. This study seeks to evaluate the level of dependence on AI among young healthcare professional students and explore its impact on both their academic achievements and critical thinking skills.
Materials and Methods: A cross-sectional survey was administered to undergraduate healthcare students. Total 395 students participated in the study. AI- Health Professionals & Students Dependency Index, academic performance scale and critical thinking evaluation scale was used. The questionnaire covered the frequency and manner of AI tool usage, self-reported academic outcomes, and measures of critical thinking. Data were analyzed using descriptive statistics and correlation techniques to explore the associations between AI use and academic metrics.
Results: Initial findings reveal that many students frequently use AI tools for academic purposes. Which may impair critical thinking, problem-solving abilities, academic performance and professional skills with the p- value of 0.05 of Pearson correlation coefficient.
Conclusion: This study highlights the importance of balanced AI integration in academic settings. It advocates for the establishment of structured guidelines to ensure AI tools complement, rather than replace, traditional educational practices—thereby maintaining and promoting critical thinking among healthcare students.
