The Impact of Artificial Intelligence in Clinical Education: Perceptions of Undergraduate Medical Students in Northeastern Nigeria and Recommendations for Trainers

Abstract

Artificial intelligence (AI) is increasingly being adopted in healthcare; however, the perceptions of undergraduate medical students in Nigeria on its role in clinical education remain underexplored. This study examined students’ perceptions of AI in clinical education across four public universities in Northeastern Nigeria. A mixed method cross-sectional survey was conducted between February and May, 2026 using a 27-items questionnaire. Convenience sampling approach was employed, and 200 valid responses were analysed. Likert data and free-text responses were analysed using descriptive statistics and thematic analysis, respectively. Overall, 85.5% of the respondents reported a basic understanding of AI, 49.5% reported familiarity with AI in healthcare and 38.5% reported regular exposure to AI tools during their training.  Most of the students perceived potential educational benefits: 90% agreed that AI could improve the quality of learning, and 85.5% agreed that it could enhance clinical decision support. However, 86% expressed concern that overreliance on AI could negatively affect clinical reasoning and judgement, while 59.5% believed AI could reduce hands-on practical training, and 57% agreed that it could replace medical roles. Only 20.5% of the respondent agreed to have adequate AI training in their medical curricula, while 72.5% supported incorporating AI into their curriculum. These findings suggest that respondents generally held positive perceptions of AI on clinical education but perceived some concerns about its responsible use and preparation for AI-enabled healthcare.