Currently submitted to: JMIR Formative Research
Date Submitted: Jul 29, 2026
Open Peer Review Period: Jul 29, 2026 - Sep 23, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Experiences of Students at a Chilean University Using an Artificial Intelligence, Based Emotional Support Chatbot Compared With Psychologist, Led Group Workshops: Qualitative Study
ABSTRACT
Background:
Medical students experience high levels of anxiety and depressive symptoms because of sustained academic and emotional demands. Artificial intelligence (AI)–based chatbots have emerged as digital tools to support mental health; however, limited evidence exists on how medical students experience these tools compared with traditional, professional,led psychological interventions.
Objective:
This study aimed to compare the emotional, cognitive, and experiential impact of using an AI,based emotional support chatbot (“Pi”) with participation in psychologist,led group workshops among medical students.
Methods:
We conducted an exploratory qualitative study with 6 medical students at a Chilean university. Participants self,selected into one of two modalities: (1) use of an AI,based emotional support chatbot (“Pi”; n=3) following a structured protocol or (2) participation in psychologist,led group psychological workshops (n=3). Data were collected through a semistructured online questionnaire and analyzed using reflexive thematic analysis from a constructivist paradigm.
Results:
The qualitative analysis identified three central themes. First, both the psychologist,led intervention and the use of the conversational assistant Pi provided a space for emotional expression perceived as safe and nonjudgmental, facilitating emotional understanding and the management of academic stress. Second, 5 participants reported acquiring concrete coping strategies—such as breathing exercises, mindfulness, and time organization—which were progressively incorporated into their daily routines. Third, digital support showed advantages in accessibility and flexibility, enabling access to emotional support without time restrictions, which was especially relevant for students with limited availability to attend in,person workshops.
Conclusions:
Both modalities were perceived as useful and complementary. The findings support the ethical and guided integration of AI,based tools within student support systems in medical education.
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