Experiences of Students at a Chilean University Using an Artificial Intelligence, Based Emotional Support Chatbot Compared With Psychologist, Led Group Workshops: Qualitative Study (Preprint)

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.