This paper is in the following e-collection/theme issue:

Formative Evaluation of Digital Health Interventions (3229) Undergraduate Education for Future Doctors (102) Artificial Intelligence (AI) in Medical Education (182) Evaluation of Medical Education (128) Testing and Assessment in Medical Education (91) New Methods and Approaches in Medical Education (374) Social Media in Medical Education (91)

Published on in Vol 9 (2025)

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/81484, first published .
Perceptions, Usage, and Educational Impact of ChatGPT Among Medical Students in Germany: Cross-Sectional Mixed Methods Survey

Perceptions, Usage, and Educational Impact of ChatGPT Among Medical Students in Germany: Cross-Sectional Mixed Methods Survey

Perceptions, Usage, and Educational Impact of ChatGPT Among Medical Students in Germany: Cross-Sectional Mixed Methods Survey

Authors of this article:

Anna Fußhöller1, 2 Author Orcid Image ;   Fabian Lechner1, 2 Author Orcid Image ;   Nadine Schlicker2 Author Orcid Image ;   Felix Muehlensiepen3, 4 Author Orcid Image ;   Andreas Mayr5 Author Orcid Image ;   Sebastian Kuhn1 Author Orcid Image ;   Martin Christian Hirsch2 Author Orcid Image ;   Johannes Knitza1 Author Orcid Image
Article Authors Cited by Tweetations Metrics

Anna Fußhöller   1, 2 ;   Fabian Lechner   1, 2 ;   Nadine Schlicker   2 ;   Felix Muehlensiepen   3, 4 ;   Andreas Mayr   5 ;   Sebastian Kuhn   1 , MD, MME ;   Martin Christian Hirsch   2 ;   Johannes Knitza   1 , MD

1 Institute for Digital Medicine, School of Medicine, Philipps-Universität Marburg, Marburg, Germany

2 Institute for Artificial Intelligence in Medicine, School of Medicine, Philipps-Universität Marburg, Marburg, Germany

3 Center for Health Services Research, Brandenburg Medical School Theodor Fontane, Rüdersdorf, Germany

4 Department of Cardiology, Angiology and Intensive Care Medicine, Deutsches Herzzentrum der Charité, Berlin, Germany

5 Institute for Medical Biometry and Statistics, Philipps-Universität Marburg, Marburg, Germany

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