Department of Neuroradiology, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt Universität Zu Berlin, Luisenstraße 7, 10117, Berlin, Germany.
School of Medicine and Health, Department of Diagnostic and Interventional Radiology, Klinikum rechts der Isar, TUM University Hospital, Technical University of Munich, Munich, Germany.
BMC Med Educ. 2024 Sep 28;24(1):1066. doi: 10.1186/s12909-024-06035-4.
The successful integration of artificial intelligence (AI) in healthcare depends on the global perspectives of all stakeholders. This study aims to answer the research question: What are the attitudes of medical, dental, and veterinary students towards AI in education and practice, and what are the regional differences in these perceptions?
An anonymous online survey was developed based on a literature review and expert panel discussions. The survey assessed students' AI knowledge, attitudes towards AI in healthcare, current state of AI education, and preferences for AI teaching. It consisted of 16 multiple-choice items, eight demographic queries, and one free-field comment section. Medical, dental, and veterinary students from various countries were invited to participate via faculty newsletters and courses. The survey measured technological literacy, AI knowledge, current state of AI education, preferences for AI teaching, and attitudes towards AI in healthcare using Likert scales. Data were analyzed using descriptive statistics, Mann-Whitney U-test, Kruskal-Wallis test, and Dunn-Bonferroni post hoc test.
The survey included 4313 medical, 205 dentistry, and 78 veterinary students from 192 faculties and 48 countries. Most participants were from Europe (51.1%), followed by North/South America (23.3%) and Asia (21.3%). Students reported positive attitudes towards AI in healthcare (median: 4, IQR: 3-4) and a desire for more AI teaching (median: 4, IQR: 4-5). However, they had limited AI knowledge (median: 2, IQR: 2-2), lack of AI courses (76.3%), and felt unprepared to use AI in their careers (median: 2, IQR: 1-3). Subgroup analyses revealed significant differences between the Global North and South (r = 0.025 to 0.185, all P < .001) and across continents (r = 0.301 to 0.531, all P < .001), with generally small effect sizes.
This large-scale international survey highlights medical, dental, and veterinary students' positive perceptions of AI in healthcare, their strong desire for AI education, and the current lack of AI teaching in medical curricula worldwide. The study identifies a need for integrating AI education into medical curricula, considering regional differences in perceptions and educational needs.
Not applicable (no clinical trial).
人工智能（AI）在医疗保健中的成功整合取决于所有利益相关者的全球视角。本研究旨在回答研究问题：医学、牙科和兽医学学生对教育和实践中的 AI 的态度是什么，以及这些看法在区域上有何差异？
基于文献回顾和专家小组讨论，开发了一份匿名在线调查。该调查评估了学生的 AI 知识、对医疗保健中 AI 的态度、当前 AI 教育状况以及对 AI 教学的偏好。它由 16 个多项选择题、8 个人口统计查询和一个自由格式的评论部分组成。通过教师通讯和课程，邀请来自不同国家的医学、牙科和兽医学学生参与调查。该调查使用李克特量表衡量技术素养、AI 知识、当前 AI 教育状况、对 AI 教学的偏好以及对医疗保健中 AI 的态度。使用描述性统计、Mann-Whitney U 检验、Kruskal-Wallis 检验和 Dunn-Bonferroni 事后检验分析数据。
该调查包括来自 192 个系和 48 个国家的 4313 名医学生、205 名牙科学生和 78 名兽医学生。大多数参与者来自欧洲（51.1%），其次是北美/南美（23.3%）和亚洲（21.3%）。学生对医疗保健中的 AI 持积极态度（中位数：4，四分位距：3-4），并希望接受更多的 AI 教学（中位数：4，四分位距：4-5）。然而，他们的 AI 知识有限（中位数：2，四分位距：2-2），缺乏 AI 课程（76.3%），并且感到在职业生涯中使用 AI 准备不足（中位数：2，四分位距：1-3）。亚组分析显示，全球北方和南方之间存在显著差异（r=0.025 至 0.185，均 P<0.001），各大洲之间也存在显著差异（r=0.301 至 0.531，均 P<0.001），但效应量普遍较小。
这项大规模的国际调查强调了医学生、牙科学生和兽医学生对医疗保健中 AI 的积极看法、他们对 AI 教育的强烈渴望以及目前全球医学课程中缺乏 AI 教学的情况。该研究确定了将 AI 教育纳入医学课程的必要性，同时考虑到认知和教育需求的区域差异。
不适用（无临床试验）。
