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Abstract

Purpose: The rapid advancement of Artificial Intelligence (AI) presents new solutions to address critical challenges in medical education, including information overload, limited personalization, and underdeveloped critical thinking. This study presents a structured framework to promote the responsible and effective use of AI among medical students.

Methods: We conducted a focused narrative review of peer-reviewed, English-language literature (January 2015 – November 2025) using MEDLINE (PubMed), Scopus, and ERIC, supplemented by reference-list screening. Eligible publications described the educational use of artificial intelligence (AI) tools in undergraduate medical education. Findings were synthesised narratively to identify recurring themes that informed a review-derived self-assessment framework for the responsible use of AI.

Results: The literature reports perceived benefits such as improved learning efficiency, personalization, and enhanced engagement, alongside risks including over-reliance, misinformation, and ethical misuse. Evidence remains largely descriptive and heterogeneous. Thematic synthesis identified eight conceptual domains that form a reflective, unvalidated framework to support the ethical and effective use of AI by medical students.

Conclusion: AI is set to reshape medical education. This framework empowers students to leverage AI for lifelong learning, equity, and critical thinking. Integrating structured AI education and governance in curricula is essential to maximize benefits, mitigate risks, and prepare future clinicians for responsible, technology-driven practice.

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