Problematic Artificial Intelligence Use and Its Psychosocial Predictors Among Medical Students

Öz

The rapid integration of artificial intelligence (AI) technologies into medical education offers significant academic advantages while also bringing risks of problematic use to the forefront. Understanding the impact of these tools on the psychosocial health of medical students is of critical importance for the conscious and safe use of technology in educational processes. This study aimed to investigate the problematic use of artificial intelligence (AI) chatbots among medical students in the context of loneliness, emotion regulation difficulties, duration of AI use, and performance expectancy. The study was conducted using a cross-sectional correlational design with 238 medical students. Data were collected online using a Sociodemographic Data Form, the Problematic ChatGPT Use Scale, the Difficulties in Emotion Regulation Scale-16 (impulsivity subscale), the short-form UCLA Loneliness Scale, and the Behavioral Intention to Use Chatbots Scale. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression analysis. The multiple linear regression model was statistically significant (R² = 0.138, p < .001). According to the model coefficients, the duration of daily AI use (β = 3.84, p < .001) and impulsivity levels (β = 0.43, p = 0.013) significantly and positively predicted problematic AI use. Conversely, loneliness (p = 0.307) and performance expectancy (p = 0.156) did not have a significant predictive effect on problematic use. Individual risk factors, such as the duration of technology exposure and difficulties in impulse control, are more decisive determinants of problematic AI use among medical students than social isolation or academic expectations. It is recommended to implement preventive measures supporting students' emotion regulation skills while integrating AI into medical education.

Anahtar Kelimeler

• Medical Education
• Artificial Intelligence
• Loneliness
• Impulsive Behavior
• Behavioral Addiction.

Destekleyen Kurum

None

Proje Numarası

2026-01

Etik Beyan

The necessary ethics committee approval for this study was obtained from the Eskisehir Osmangazi University Social and Human Sciences Research Ethics Committee on January 7, 2026 (Decision No: 2026-1). Throughout the research process, the principles of the World Medical Association Declaration of Helsinki were strictly adhered to, and informed consent was obtained from all participating individuals prior to the data collection process. The authors declare that research and publication ethics guidelines were followed at all stages of the study.

Tıp Fakültesi Öğrencilerinde Problemli Yapay Zeka Kullanımı ve Psikososyal Yordayıcıları

Öz

Yapay zeka teknolojilerinin tıp eğitimine hızlı entegrasyonu, öğrencilere önemli akademik avantajlar sunarken beraberinde problemli kullanım risklerini de gündeme getirmektedir. Bu araçların tıp öğrencilerinin psikososyal sağlığı üzerindeki etkilerinin anlaşılması, teknolojinin eğitim süreçlerinde bilinçli ve güvenli kullanımı açısından kritik öneme sahiptir. Bu araştırmanın amacı, tıp fakültesi öğrencilerinin yapay zeka (YZ) sohbet botlarına yönelik problemli kullanım düzeylerini; yalnızlık, duygu düzenleme güçlüğü, YZ kullanımına ilişkin veriler ve performans beklentisi bağlamında incelemektir. Kesitsel ve ilişkisel tarama deseninde yürütülen çalışmaya 238 tıp fakültesi öğrencisi katılmıştır. Veriler Sosyodemografik Bilgi Formu, Problemli ChatGPT Kullanım Ölçeği, Duygusal Düzenleme Güçlüğü Ölçeği-16 (dürtüsellik alt boyutu), UCLA Yalnızlık Ölçeği Kısa Formu ve Chatbot Kullanımına Yönelik Davranışsal Niyet Ölçeği kullanılarak çevrim içi olarak toplanmıştır. Analizlerde tanımlayıcı istatistikler, Pearson korelasyon ve çoklu doğrusal regresyon analizi kullanılmıştır. Kurulan çoklu doğrusal regresyon modeli istatistiksel olarak anlamlı bulunmuştur (R² = 0.138, p < .001). Model katsayıları incelendiğinde, günlük YZ kullanım süresi (β = 3.84, p < .001) ve dürtüsellik düzeyinin (β = 0.43, p = 0.013) problemli YZ kullanımını anlamlı ve pozitif yönde yordadığı saptanmıştır. Yalnızlık (p = 0.307) ve performans beklentisinin (p = 0.156) ise problemli kullanım üzerinde istatistiksel olarak anlamlı bir yordayıcı etkisi bulunmamıştır. Tıp fakültesi öğrencilerinde YZ araçlarının problemli bir alışkanlığa dönüşmesinde, sosyal izolasyon veya akademik beklentilerden ziyade teknolojiye maruziyet süresi ve dürtüleri kontrol etme güçlüğü daha belirleyici risk faktörleridir. Tıp eğitimine YZ entegre edilirken, öğrencilerin duygu düzenleme becerilerini destekleyici koruyucu önlemlerin alınması önerilmektedir

Anahtar Kelimeler

• Tıp Eğitimi
• Yapay Zeka
• Yalnızlık
• Dürtüsel Davranış

Destekleyen Kurum

Yok

Proje Numarası

2026-01

Etik Beyan

Bu çalışma için gerekli etik kurul onayı, Eskişehir Osmangazi Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’ndan 07 Ocak 2026 tarihinde (Karar No: 2026-1) alınmıştır. Araştırma süreci boyunca Dünya Tıp Birliği Helsinki Bildirgesi ilkelerine titizlikle uyulmuş olup, araştırmaya katılan tüm bireylerden veri toplama süreci öncesinde "Bilgilendirilmiş Gönüllü Onam Formu" alınmıştır. Yazarlar, çalışmanın tüm aşamalarında araştırma ve yayın etiği kurallarına uyulduğunu beyan ederler.

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