Using Free Artificial Intelligence Tools to Support Scientific Writing in Medical Education: A Practical Tutorial
Auro Del Giglio
Abstract
Scientific writing is a core competency in medical education, yet it remains a major challenge for many medical students, residents, and early-career clinicians. Common barriers include limited formal training, heavy clinical workloads, restricted access to journals and professional editing services, and difficulties writing in English as a non-native language. These challenges are particularly pronounced in low- and middle-income countries, where capable trainees may face disproportionate barriers to publication, reinforcing existing inequities in academic medicine. Artificial intelligence (AI) tools capable of supporting literature search, document analysis, language refinement, and reference management have become increasingly accessible, including through free or freemium platforms. However, most existing guidance focuses on proprietary tools or lacks practical, educationally grounded instructions. This tutorial provides a step-by-step, tool-agnostic guide to using free AI tools across the scientific writing lifecycle, covering literature exploration, reference organization, reading and summarization, drafting and language refinement, and preparation of tables and figures. Each step includes practical instructions, examples of commonly used tools, and discussion of educational benefits, risks, and mitigation strategies. Ethical considerations, data privacy issues, and limitations of free AI tools are addressed in accordance with current editorial guidance. The tutorial also outlines practical ways to incorporate AI-assisted writing into medical education settings, including writing workshops, mentorship models, and team-based scholarly activities. When used responsibly and under appropriate supervision, free AI tools may help lower barriers to scientific writing while preserving critical thinking, academic integrista, and learner development.
Keywords
Referências
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Submetido em:
02/03/2026
Revisado em:
25/03/2026
Aceito em:
01/04/2026
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