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Background Educational institutions are increasingly using artificial intelligence (AI), raising concerns about the extent to which students depend on AI within their education. While AI can help students learn more efficiently, overreliance on AI may negatively affect the development of critical thinking and problem-solving skills required of future healthcare professionals. AI dependency among medical students is an emerging concern.
Background Professional identity formation (PIF) is central to medical education, shaping students into competent and ethical practitioners. Despite its recognized importance, data on PIF’s cross-sectional variation across year groups in Pakistani undergraduate medical education remain limited. This study assessed PIF across all five MBBS years and examined associations with academic year group and gender.
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