探讨人工智能（AI）在医工结合专业人才培养中的实际作用，以及学生对AI应用于医学教育的态度。

以北京航空航天大学医工结合专业三年级本科生为研究对象，采用问卷星开展问卷调查，内容涵盖AI使用情况、认知评价及风险态度。对计数资料进行统计分析。

50.9%的学生未使用过专用于医学教育的AI产品。多数学生认为AI有助于辅助理论学习（86.0%）、提高学习效率（70.2%）、拓展学习资源（63.2%）和提升实践操作能力（43.9%）。71.9%的学生认可AI反馈及时性，56.1%的学生认为内容准确，学生对AI的总体满意度为70.2%。61.4%的学生主张AI与传统教学并重，45.6%的学生认为AI仅能替代教师的部分任务，33.3%的学生认为AI可承担大部分教学工作。64.9%的学生支持学校引入优质AI工具。45.6%的学生担忧隐私泄露，45.6%的学生担心内容错误，56.1%的学生认为AI可能影响自主思考能力。

AI的辅助教学价值已获得广泛认可，建议加强AI教育工具的专业适配性与教学融合深度。

To investigate the practical role of artificial intelligence (AI) in cultivating interdisciplinary talents within medical engineering, as well as students' attitudes toward the integration of AI into medical education.

A questionnaire survey was conducted among third-year undergraduate students majoring in Medical Engineering at Beihang University, using Wenjuanxing. The survey covered aspects including AI usage, cognitive evaluation, and attitudes toward associated risks. Descriptive and inferential statistical analyses were performed on the collected count data to examine patterns and relationships.

50.9% of students reported no prior use of AI tools specifically designed for medical education. However, most students perceived AI as beneficial for supporting theoretical learning (86.0%), enhancing learning efficiency (70.2%), broadening access to learning resources (63.2%), and improving practical skills (43.9%). High appreciation was expressed for timely feedback (71.9%), although only 56.1% considered AI-generated content to be accurate. Overall satisfaction with current AI tools stood at 70.2%. Regarding instructional models, 61.4% favored a balanced integration of AI and traditional teaching methods; 45.6% believed AI could replace only certain teaching tasks, while 33.3% viewed it capable of assuming most instructional responsibilities. Furthermore, 64.9% supported institutional adoption of high-quality AI educational tools. Key concerns included potential privacy breaches (45.6%), inaccurate content delivery (45.6%), and potential impairment of independent critical thinking abilities (56.1%).

The auxiliary teaching value of AI has been widely acknowledged. It is suggested to enhance the professional suitability and integration depth of AI educational tools.