Artificial Intelligence Use and Its Cognitive and Psychological Correlates Among Medical and Allied Health Students in Ibadan, Nigeria

Abstract Background Artificial intelligence (AI) is increasingly integrated into health professions education, yet evidence on its cognitive and psychological correlates among students in low- and middle-income countries remains limited. This study examined patterns of AI use and their association with cognitive reflection and psychological well-being among medical and allied health students in Ibadan, Nigeria. Methods An institution-based analytical cross-sectional study was conducted among 365 undergraduate medical and allied health students selected through multistage sampling from three tertiary institutions. Data were collected using a structured questionnaire adapted from validated cognitive and psychological assessment instruments. AI-use frequency was the primary exposure, while cognitive reflection and psychological well-being were the primary outcomes. Data were analysed using descriptive statistics, independent-samples t-tests, analysis of variance, Pearson's correlation, chi-square tests, and multivariable linear regression, adjusting for age, sex, institution, programme of study, and academic level. Results Overall, 92.3% (337/365) of participants reported using AI for academic purposes, with 43.0% using AI daily, and ChatGPT was the predominant platform. AI-use frequency showed a weak positive correlation with cognitive scores (r = 0.120, p = 0.028) and a moderate negative correlation with psychological scores (r=-0.256, p < 0.001). After adjustment for demographic and institutional factors, AI-use frequency remained independently associated with higher cognitive reflection (β = 0.96, 95% CI: 0.23–1.68; p = 0.010) but was not significantly associated with psychological outcomes (β=-0.76, 95% CI: -2.17 to 0.66; p = 0.293). AI use was significantly associated with age (p = 0.047) and institution (p < 0.001), but not gender (p = 0.450). Daily users were also more likely to accept AI-generated responses without verifying their accuracy than occasional users (62.8% vs. 41.8%). Conclusion AI was widely integrated into learning among medical and allied health students and demonstrated a modest independent association with cognitive reflection, whereas psychological outcomes appeared to be more strongly influenced by institutional context than AI use itself. These findings support institution-level AI literacy programmes, governance frameworks, and curricula that promote critical appraisal and responsible AI use in health professions education. Trial Registration Not Applicable