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.