Artificial intelligence (AI) is being increasingly integrated into education. Our study aims to explore the association between medical students' learning patterns and their attitudes toward AI-integrated teaching in anatomical sciences. A cross-sectional study was conducted among undergraduate second to sixth year medical students from a single accredited medical program (MD) at Al-Balqa Applied University in Jordan. A questionnaire comprising three domains: demographics, students' attitudes, and perceived limitations was distributed through institutional emails and student communication platforms. Data were collected between September and November 2025. Three hundred sixty-eight students participated in the study. Chatbots were the most frequently used AI tool (73.9%), on the other hand, lecture slides were the main study resource (91.9%). The median scores for perceived limitation of AI use were (IQR: 26-33) 29 and (IQR: 24-29) 27, respectively. Students using 3D/VR models or AI tools demonstrated significantly more positive attitudes toward AI (p < 0.001). In adjusted analysis, higher perceived limitations and male gender were correlated with less positive attitudes, however, the use of 3D/VR models, AI tools, and higher GPA predicted more positive attitudes. Medical students who preferred using AI tools for learning generally had a better overall experience in AI-incorporated anatomy education. In contrast, students who depended mainly on traditional textbooks found AI integration more limiting. Offering students institutional guidance and exposure to AI is key to helping them use a fundamentally practical tool.
Hamarsheh et al. (Wed,) studied this question.
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