Perceptions of Faculty and Students About Use of Artificial Intelligence in Medical Education: A Qualitative Study.
Artificial intelligence (AI) implies using a computer to model intelligent behavior with minimal human intervention. With the advances of AI use in healthcare comes the need to reform medical education to produce doctors competent in AI use. Therefore, this qualitative study was conducted to explore faculty and students' perspectives on AI, their use of AI applications, and their perspective on its value and impact on medical education at a Saudi faculty of medicine.
This qualitative study was conducted at the Faculty of Medicine, Jazan University in Saudi Arabia. A direct interview was held with 11 faculty members, and six focus group discussions were conducted with students from the second to sixth year (34 students). Data were collected using semi-structured open-ended interview questions based on relevant literature.
Most respondents (91.11%) believed AI systems would positively impact medical education, especially in research, knowledge gain, assessment, and simulation. However, ethical concerns were raised about threats to academic integrity, plagiarism, privacy/confidentiality issues, and AI's lacking cultural sensitivity. Faculty and students felt a need for training on AI use (80%) and that the curriculum could adapt to integrate AI (64.44%), though resources were seen as currently needing to be improved.
AI's potential to enhance medical education is generally viewed positively in the study, but ethical concerns must be addressed. Integrating AI into medical education programs requires adequate resources, training, and curriculum adaptation. There is still a need for further research in this area to develop comprehensive strategies.
Salih SM
《Cureus》
Artificial intelligence in medical education - perception among medical students.
As Artificial Intelligence (AI) becomes pervasive in healthcare, including applications like robotic surgery and image analysis, the World Medical Association emphasises integrating AI education into medical curricula. This study evaluates medical students' perceptions of 'AI in medicine', their preferences for AI training in education, and their grasp of AI's ethical implications in healthcare.
A cross-sectional study was conducted among 325 medical students in Kerala using a pre-validated, semi structured questionnaire. The survey collected demographic data, any past educational experience about AI, participants' self-evaluation of their knowledge and evaluated self-perceived understanding of applications of AI in medicine. Participants responded to twelve Likert-scale questions targeting perceptions and ethical aspects and their opinions on suggested topics on AI to be included in their curriculum.
AI was viewed as an assistive technology for reducing medical errors by 57.2% students and 54.2% believed AI could enhance medical decision accuracy. About 49% agreed that AI could potentially improve accessibility to healthcare. Concerns about AI replacing physicians were reported by 37.6% and 69.2% feared a reduction in the humanistic aspect of medicine. Students were worried about challenges to trust (52.9%), patient-physician relationships (54.5%) and breach of professional confidentiality (53.5%). Only 3.7% felttotally competent in informing patients about features and risks associated with AI applications. Strong demand for structured AI training was expressed, particularly on reducing medical errors (76.9%) and ethical issues (79.4%).
This study highlights medical students' demand for structured AI training in undergraduate curricula, emphasising its importance in addressing evolving healthcare needs and ethical considerations. Despite widespread ethical concerns, the majority perceive AI as an assistive technology in healthcare. These findings provide valuable insights for curriculum development and defining learning outcomes in AI education for medical students.
Jackson P
，Ponath Sukumaran G
，Babu C
，Tony MC
，Jack DS
，Reshma VR
，Davis D
，Kurian N
，John A
... -
《BMC Medical Education》
Exploring Faculty Preparedness for Artificial Intelligence-Driven Dental Education: A Multicentre Study.
Introduction In the modern era, technology, including artificial intelligence (AI), is the centre of digital innovation. AI is revolutionising numerous fields, including the healthcare sector, globally. Incorporating AI in dental education may help in improving the diagnostic accuracy, learners' experiences, and effectiveness of the management of dental education institutions. However, successful implementation of AI requires the faculty's willingness to incorporate it into their practices. Thus, this research aims to explore the readiness of faculty members to integrate AI into dental education. Methodology The study employed a qualitative exploratory design to gather in-depth insights into faculty readiness for AI-driven dental education. Purposive sampling was employed, and 21 faculty members from public and private dental colleges in South Punjab participated in semi-structured interviews. The interviews focused on understanding participants' perceptions, experiences, and challenges related to AI integration in dental education. Thematic analysis was conducted utilising Braun and Clarke's framework to identify key themes and subthemes from the qualitative data using inductive coding. Results Five major themes and 14 subthemes emerged from the data analysis. Faculty members had low AI literacy coupled with diverse perceptions; some participants perceived AI as a solution for revolutionising teaching and learning, while others criticised its misuse as academic misconduct by students, an effect on students' critical thinking, and a threat to conventional jobs. However, most of the respondents also considered AI beneficial for students with remote access or from marginalised populations in terms of accessing and learning from limited resources. Concerns that participants highlighted included a lack of training opportunities, limited facilities, ethical concerns pertaining to data privacy, and assessment bias. Some of the recommendations provided by the respondents include the provision of training opportunities, the allocation of resources and infrastructure, and continuous effective support from institutions for the integration of AI in dental education. Conclusions This study emphasised the readiness of the faculty when it comes to the integration of AI in dental education. The faculty considered AI favourable for digitization and innovative education, although there is a lack of awareness of its application. Regarding the benefits of utilising AI, respondents highlighted its quick response, prediction of students' performance, and flexibility in learning. The challenges included lack of awareness regarding its implementation, inadequate training, lack of availability of resources, lack of institutional support, the problem of data confidentiality, and resistance to change. Suggestions included the provision of technical support, skills training, and the provision of required infrastructure. Participants recommended that AI tools must incorporate cultural and contextually specific content, use technical support for problems, and incorporate constant response systems to improve the AI tools for novice users, especially within developing regions such as Pakistan.
Al-Zubaidi SM
，Muhammad Shaikh G
，Malik A
，Zain Ul Abideen M
，Tareen J
，Alzahrani NSA
，Ahmed Siddiqui A
... -
《Cureus》
Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study.
Generative artificial intelligence (GAI), represented by large language models, have the potential to transform health care and medical education. In particular, GAI's impact on higher education has the potential to change students' learning experience as well as faculty's teaching. However, concerns have been raised about ethical consideration and decreased reliability of the existing examinations. Furthermore, in medical education, curriculum reform is required to adapt to the revolutionary changes brought about by the integration of GAI into medical practice and research.
This study analyzes the impact of GAI on medical education curricula and explores strategies for adaptation.
The study was conducted in the context of faculty development at a medical school in Japan. A workshop involving faculty and students was organized, and participants were divided into groups to address two research questions: (1) How does GAI affect undergraduate medical education curricula? and (2) How should medical school curricula be reformed to address the impact of GAI? The strength, weakness, opportunity, and threat (SWOT) framework was used, and cross-SWOT matrix analysis was used to devise strategies. Further, 4 researchers conducted content analysis on the data generated during the workshop discussions.
The data were collected from 8 groups comprising 55 participants. Further, 5 themes about the impact of GAI on medical education curricula emerged: improvement of teaching and learning, improved access to information, inhibition of existing learning processes, problems in GAI, and changes in physicians' professionality. Positive impacts included enhanced teaching and learning efficiency and improved access to information, whereas negative impacts included concerns about reduced independent thinking and the adaptability of existing assessment methods. Further, GAI was perceived to change the nature of physicians' expertise. Three themes emerged from the cross-SWOT analysis for curriculum reform: (1) learning about GAI, (2) learning with GAI, and (3) learning aside from GAI. Participants recommended incorporating GAI literacy, ethical considerations, and compliance into the curriculum. Learning with GAI involved improving learning efficiency, supporting information gathering and dissemination, and facilitating patient involvement. Learning aside from GAI emphasized maintaining GAI-free learning processes, fostering higher cognitive domains of learning, and introducing more communication exercises.
This study highlights the profound impact of GAI on medical education curricula and provides insights into curriculum reform strategies. Participants recognized the need for GAI literacy, ethical education, and adaptive learning. Further, GAI was recognized as a tool that can enhance efficiency and involve patients in education. The study also suggests that medical education should focus on competencies that GAI hardly replaces, such as clinical experience and communication. Notably, involving both faculty and students in curriculum reform discussions fosters a sense of ownership and ensures broader perspectives are encompassed.
Shimizu I
，Kasai H
，Shikino K
，Araki N
，Takahashi Z
，Onodera M
，Kimura Y
，Tsukamoto T
，Yamauchi K
，Asahina M
，Ito S
，Kawakami E
... -
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ResearchGate
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