This project investigates how generative artificial intelligence (AI) can be used to enhance learning in postgraduate general practice training, with a particular focus on developing clinical reasoning skills. While AI tools are increasingly accessible and widely perceived as beneficial, there is limited understanding of how they actually influence learning processes and outcomes in medical education.

​Using a mixed-methods approach, the study will analyse how general practice registrars interact with an AI-powered tutoring system, examining both patterns of use and the quality of learning that results. It will explore which study approaches are most effective, what learner characteristics support successful use, and how AI can be designed to promote meaningful, effortful learning rather than superficial engagement.

​The project addresses a critical gap in current knowledge: although AI is already being used by learners, there is little evidence to guide educators on how to integrate it effectively and safely into training. By identifying what works and why, the findings will inform educational practice, policy, and the design of AI-supported learning tools.

​Ultimately, this research aims to ensure that AI is used not simply because it is available, but because it demonstrably improves learning and supports high-quality clinical practice.

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On this page, you will find the resources and summaries of our outcomes