Practices and Attitudes Regarding MOOCs and Artificial Intelligence Use among Medical Students in Morocco

Amal Barkouk; Laila Ouerdi; Manar Jallal; Zineb Serhier; Mohammed Bennani Othmani

doi:10.53103/cjess.v6i5.573

Authors

Amal Barkouk Hassan II University, Morocco
Laila Ouerdi Hassan II University, Morocco
Manar Jallal Hassan II University, Morocco
Zineb Serhier Hassan II University, Morocco
Mohammed Bennani Othmani Hassan II University, Morocco

DOI:

https://doi.org/10.53103/cjess.v6i5.573

Keywords:

Massive Open Online Courses, Artificial Intelligence, Medical Education, Medical Students, Morocco

Abstract

Purpose: Medical education has known a fast transformation with the emergence of new learning technologies, particularly Massive Open Online Courses (MOOCs) and artificial intelligence (AI). However, there is limited documentation on their use by medical students in the Moroccan context. This study aimed to explore the use, practices, and perceptions of MOOCs and AI by medical students in Morocco. Methods: A cross-sectional descriptive study was carried out among medical students from the 1st to the 7th year at the Faculty of Medicine and Pharmacy of Casablanca in October 2025. A structured questionnaire was used and descriptive analysis was employed. Results: A total of 316 students were included. Although 58.5% of students were familiar with MOOCs, only 15.8% had actively participated in one. Coursera was the most used platform (44.71%), and Anatomy was the most studied subject (64.0%). The main objective was to complement medical studies (76.0%). Time constraints (79.2%) and motivation issues (58.3%) were the main barriers. Most students used AI for learning (91.77%). Chatbots were the most frequently used AI tools (86.6%), with ChatGPT being the most reported platform (52.17%). The main purpose of AI use was to explain medical concepts (87.1%). Although 95.5% reported improved understanding and 91.4% reported time savings, only 32.1% trusted AI-generated output, while 61.7% feared becoming dependent on these tools. Conclusion: Most medical students use AI, but not many actively participate in MOOCs. Selected MOOCs should be included in medical school programs and training in responsible AI use should be integrated in medical curricula.

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