THE ROLE OF ARTIFICIAL INTELLIGENCE AND OPPORTUNITIES FOR ITS USE IN MEDICAL STUDENT EDUCATION

Abstract

This article examines the opportunities, pedagogical conditions, and limitations associated with the use of artificial intelligence in medical student education. The study aims to identify the functions of generative artificial intelligence in knowledge acquisition, the discussion of clinical scenarios, and independent learning, and to develop recommendations for responsible use. The article is based on a narrative analysis of six selected scholarly and institutional sources. These sources indicate that model performance on examination questions, student learning outcomes, and effects on clinical reasoning cannot be treated as equivalent measures. Based on the analysis, a learning procedure is proposed that combines an independent response, discussion with artificial intelligence, source-based verification, and instructor assessment. The article concludes that the pedagogical value of the technology should be assessed through students’ ability to justify their reasoning, identify errors, and make independent decisions, rather than through response speed