JMIR Publications

ABSTRACT

Background:

Medical students are increasingly engaging with various digitally-based educational settings, such as online platforms, social media, and generative AI systems. Among these, generative AI and medically trained influencers stand out as rapidly expanding yet underexplored sources of educational and professional content, which may impact students’ mental health. Although existing research notes both advantages and risks, the precise ways in which these digital exposures affect mental health remain poorly understood.

Objective:

This study aimed to examine how digital exposure impacts the mental health of medical students and to develop a future-oriented, system-level framework for mitigating associated risks through a foresight-based approach.

Methods:

This study employed a qualitative backcasting approach informed by two previously conducted scenario analyses. The first examined the mental health implications of generative AI in medical education through a literature-informed foresight process, while the second explored the influence of medically trained influencers, drawing on qualitative data from medical students, educators, health care professionals, and content creators. Findings from these studies were synthesized to define a preferred future state, after which backcasting was used to identify the conditions, milestones, and actions required to move toward this future between 2026 and 2031.

Results:

The backcasting analysis outlines three key phases: early emergence (2027–2028), system integration (2029–2030), and full stabilization (2031). Achieving these phases requires developing AI curricula, providing interpretive training, fostering a digital culture, offering mental health support, creating mentorship systems, and aligning policies. Many interventions focus on reorganizing existing practices instead of implementing costly reforms.

Conclusions:

The findings indicate that promoting medical students’ mental health in digital environments requires moving beyond just managing exposure towards fostering a better understanding. Viewing digital transformation as an interpretive and developmental process, this study may offer a clear, practical guide to systemic change. The promoted framework could serve as a foundation for educators, institutions, and policymakers to create targeted and scalable interventions. Many of these proposed actions might be integrated into current educational systems, but their practicality and success need to be confirmed through empirical studies. Clinical Trial: -