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 score 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 study-specific structured questionnaire. AI-use frequency was assessed as rarely, occasionally, weekly, or daily and served as the primary exposure. Cognitive reflection was measured using a 16-item composite Cognitive Score (range: 16–80), while psychological distress was assessed using a 24-item composite Psychological Score (range: 24–120). Data were analysed using descriptive statistics, t-tests, analysis of variance, Pearson’s correlation, chi-square tests, and multivariable linear regression, with statistical significance set at p < 0.05. Results Of the 365 participants, 47.1% were aged 18–21 years and 63.0% were female; 44.7% were from the University of Ibadan, and Nursing students constituted the largest programme group (36.2%). Overall, 92.3% reported using AI for academic purposes, with 43.0% using it daily and ChatGPT being predominant. 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 not psychological outcomes (β=-0.76, 95% CI: -2.17–0.66; p = 0.293). AI use was associated with age ( p = 0.047) and institution ( p < 0.001), but not gender ( p = 0.450). Daily users were more likely than occasional users to accept AI-generated responses without verification (62.8% vs. 41.8%). Conclusion AI was widely integrated into learning and showed a modest independent association with cognitive reflection, whereas psychological outcomes appeared more strongly influenced by institutional context. These findings support institution-level AI literacy, governance frameworks, and curricula promoting critical appraisal and responsible AI use in health professions education.