A cross-sectional study on the perceptions, utilization, and educational needs of medical students regarding AI, 3D PDF, and deep learning

This study aimed to evaluate undergraduate medical students’ awareness, use, perceived competence, and educational expectations regarding artificial intelligence (AI), three-dimensional portable document format (3D PDF), and deep learning in anatomy education. Data from 607 valid questionnaire responses were analyzed using descriptive statistics and chi-square tests of independence. Awareness of AI tools was high, with ChatGPT being the most recognized platform, followed by Gemini and OpenAI. Students mainly used AI to acquire theoretical knowledge, and AI use during studying anatomy ( p = 0.012). The frequency of AI use also varied according to both gender ( p = 0.028) and grade ( p = 0.010). Students reported a need for support in technical use, reliability checks, and ethical principles. Self-rated AI competence was generally moderate and differed significantly by gender ( p < 0.001). Deep learning was less familiar than AI and 3D PDFs. The use of 3D PDFs differed significantly by gender ( p = 0.025) and grade ( p = 0.028). Students considered 3D PDFs most applicable to anatomy education, followed by medical imaging and surgical planning ( p < 0.001). Overall, the findings indicate high digital awareness among medical students but limited structured preparation for responsible AI use, deep learning literacy, and visualization-based anatomical learning. Not applicable.