Bilateral Boston Keratoprosthesis implantation in a case of keratitis-ichthyosis-deafness syndrome after 31 years of follow-up.

The emergence of Generative AI, including large language models such as ChatGPT, Google Gemini, and Grok AI, has revolutionized education and transformed learning practices in higher education [-]. Particularly in higher education and clinical medicine, these AI tools are used to learn complex concepts and retrieve information easily from vast numbers of sources []. Yet, the use of these AI tools acts as a double-edged sword: while helping facilitate learning and improve information literacy, it also introduces the rising phenomenon of “AI dependency.” AI dependency is defined as an excessive reliance on AI tools to perform tasks that traditionally require human cognitive effort []. According to the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, students may use AI as a maladaptive coping mechanism to manage academic stress, maintain academic self-efficacy, and meet increasing performance expectations []. Excessive reliance on AI has also raised other concerns, namely "cognitive offloading," outsourcing cognitive demands to digital tools, and "cognitive inertia," a state of diminished active cognitive engagement []. Empirical evidence shows that students who use AI tools excessively have a significant reduction in critical thinking, the ability to objectively analyze and evaluate information to form a judgment, by sacrificing the depth of analytical inquiry for the speed of automated output [,]. Alarmingly, longitudinal studies in an adolescent population have shown a significant increase in AI dependency rates from 17.14% to 24.19% within six months [].