How Residents and Medical Students Are Embracing New Technologies For Learning in 2025

of Medicine, both in New York.

The old model of having students sit for hours on end while faculty talk at them is the most inefficient use of time and should no longer be the model in the current technologically rich world.—Eric Gantwerker, MD

Students are increasingly using AI/LLMs to research, to serve as intelligent tutors, to create problem-based learning cases, and to generate multiple choice questions, Dr. Gantwerker said.

“It has not been formally integrated in any way, but those early adopters are starting to take hold. Students are using third-party software as well to generate flashcards, get questions, etc. Anki and Osmosis are some of the software [types] that are very popular,” Dr. Gantwerker continued. At schools that record lectures and give access to these recordings, students rarely watch at the 1x speed unless the lecture is very dense. “These students have grown up in a multimedia world and can process multimedia data much faster, and often, if given the choice, they would skip class and watch after because of the return on investment on their time. Some are using note-taking AI technologies and study guide applications.”

Adapting to the Learner

The days of in-person classes for content delivery are “gone (or should be gone),” Dr. Gantwerker said. Content can be delivered more efficiently, and “in-class time should be reserved for clinical context and application of knowledge, clarification of complex topics, and opportunities for students to ask questions. The old model of having students sit for hours on end while faculty talk at them is the most inefficient use of time and should no longer be the model in the current technologically rich world.”

Dr. Gantwerker added that some medical schools are ignoring new technologies and allowing students to “figure out what tools to use and let them fend for themselves. Some schools are embracing it and facilitating the use of the technologies (creating university-based closed LLMs or purchasing software licenses).”

“Unfortunately, many schools are not prepared to even guide students, as many faculty are unaware or [are not] versed in these technologies. With AI and LLMs so rapidly advancing, there are only a handful of faculty equipped with any familiarity, let alone the capabilities to help students properly leverage these technologies,” Dr. Gantwerker added.

Dr. Rameau agreed that the days of all-day in-person classes are gone. “We need evidence-based education; traditional methods are not adapted to our current learners. Comparing outcomes of different teaching strategies is required to see which ones work best, and we should adapt teaching strategies accordingly,” Dr. Rameau said.

Medical schools and program directors are not adapting fast enough, said Dr. Rameau, adding that “many medical schools lack curricula in digital health, AI, and virtual reality.”

Dr. Bur noted that in-person classes are becoming less central in medical education. “Hybrid and fully online models are now widely accepted, especially in higher education. While some programs, like those requiring hands-on skills (e.g., clinical rotations in medical schools), still prioritize in-person engagement, many theoretical components have moved online,” Dr. Bur said. “This trend reflects a growing recognition of the value of asynchronous and self-paced learning, which aligns better with students’ schedules and learning preferences. The bottom line is that there are more efficient ways to learn new material than listening to lectures.”

“Medical schools and program directors are increasingly embracing technologies to support modern learners,” Dr. Bur said. Along with offering hybrid curricula, examples include flipped classrooms, which encourage students to review materials before class, leaving in-person sessions for discussions or hands-on activities; virtual simulations via VR or augmented reality environments for skills training and clinical scenarios; and incorporating “digital literacy as part of medical education to ensure students can use tools effectively in practice.”

Other examples include “shifting from traditional exams to assessing practical skills and the application of knowledge” via competency-based assessments and providing wellness resources to “address challenges like screen fatigue by integrating wellness modules and promoting time management strategies,” Dr. Bur said.

Pros and Cons

Dr. Bur suggested that the positives of students using new technologies include “flexibility—students can learn at their own pace and revisit challenging concepts; accessibility—content is available anytime and often free or low-cost; personalization—adaptive technologies tailor learning paths to individual needs; engagement—interactive tools and multimedia make learning more engaging; and efficiency—technologies like watching lectures at two times the speed save time.”

Negatives to using new technology include “reduced social interaction—online learning can isolate students from peers and instructors; distraction risks—the abundance of online resources can lead to information overload or distraction; inconsistent quality—not all online materials are accurate or reliable; equity issues—not all students have equal access to high-speed internet or devices; and dependence on technology—overreliance can impair critical thinking and problem-solving skills,” Dr. Bur explained.

For Dr. Rameau, the positives of students using new technologies are that trainees can now take a “proactive approach to creating learning methods that work for them with very little effort and that there are many sources and formats for learning available. The negatives are that writing skills are declining fast, and students are becoming more and more dependent on technology as learners.”

According to Dr. Gantwerker, “The positives are that students can be more efficient and often more efficacious in their studying and learning using technology. The negatives are [that] not all students are able to use or afford access (if costs are involved) to these tools. Faculty are often not familiar with and are unable to assist with or predict any issues with learning from these tools. Other drawbacks include [the fact] that the overreliance on technology may detract from some of the foundational and conceptual knowledge required.”

Final Thoughts

“My ask to faculty is to not stick your head in the sand or rest on your Luddite ways. Faculty should strive to learn more and find ways that these technologies can help them in their everyday clinical and teaching lives and try to be a facilitator of adoption. AI is here to stay,” Dr. Gantwerker concluded.

Dr. Bur suggested that the integration of technology in education “is not just a trend but a shift toward a more dynamic and student-centered approach. While these tools offer immense potential, we must strike a balance between leveraging technology and preserving the human elements of learning, such as mentorship, collaboration, and empathy, which are especially vital in medical education.”

Dr. Bur concluded that “future innovations, such as AI tutors, immersive VR experiences, and personalized learning algorithms, will likely continue to transform how students engage with education; however, institutions must remain vigilant about ensuring equity, fostering critical thinking, and preparing students for real-world challenge.

Katie Robinson is a freelance medical writer based in New York.