Abstract:

Background:
Training competent health professionals is increasingly difficult as medical knowledge grows rapidly. Critical thinking is central to safe clinical decision-making, yet many students struggle to develop these skills early in their training. Artificial intelligence platforms can provide structured feedback, adaptive learning, and opportunities for repeated practice, offering a potential pathway to strengthen critical thinking and engagement in health sciences education.

Objective:
To evaluate the effect of an AI-based learning tool on critical thinking, theoretical knowledge, and student engagement among medical students enrolled in a renal disorders course.

Methods:
We conducted a mixed, one-group pretest–posttest study. Students used an AI platform programmed with course-aligned content, clinical cases, and medical notes. The intervention offered immediate feedback and allowed unlimited repetition of activities. Outcomes were measured with a theoretical knowledge questionnaire, the Critical Thinking Self-Assessment Scale, and the Utrecht Work Engagement Scale. Descriptive and comparative analyses were performed on pre/post results.

Results:
Ninety-eight students participated, generating more than 1,400 activity submissions and 474 chatbot sessions. Knowledge scores increased by 26% from pretest to posttest. Critical thinking improved by 2.53%, with significant gains in the interpretation and analysis dimensions, particularly in categorization, clarifying meaning, and analyzing arguments. Engagement results showed a 12.15% increase, with significant improvement in vigor and absorption, reflecting greater motivation, focus, and sustained effort during AI-supported learning.

Conclusions:
The AI tool enhanced theoretical learning and supported specific components of critical thinking. Students demonstrated active and sustained engagement with the platform, facilitated by iterative feedback and flexible practice opportunities. Although improvements were concentrated in early-stage cognitive skills, these findings suggest that structured AI-assisted activities can contribute meaningfully to the development of analytical abilities in preclinical learners. Continued study is needed to examine long-term effects, comparisons with traditional instruction, and implementation across different medical disciplines.

Keywords:

Medical education, AI-enhanced instruction, critical thinking.