Hanifa Hamdah, Atia Mohammad, Daboul Rawan, Alhamid Ahmad Abdul Hakim, Alayyoubi Aya, Naima Hiam Alhaj, Alkassar Deema, Nabhan Murhaf Ghassan, Alsaleh Basil, Abdula Farris
Faculty of Medicine, University of Kalamoon, Al-Nabk, Syria.
Faculty of Medicine, Al_Sham Private University, Damascus, Syria.
BMC Med Educ. 2025 May 29;25(1):801. doi: 10.1186/s12909-025-07396-0.
Artificial intelligence (AI) has gained significant attention and progress in various scientific fields, especially medicine. Since its introduction in the 1950s, AI has advanced remarkably, supporting innovations like diagnostic tools and healthcare technologies. Despite these developments, challenges such as ethical concerns and limited integration in regions like Syria emphasize the importance of increasing awareness and conducting more targeted studies.
A cross-sectional study was conducted to evaluate medical students' preparedness and readiness to use AI technologies in the medical field using the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS_MS). The scale comprises 22 items divided into 4 domains: ethics, vision, ability, and cognition, with responses rated on a five-point Likert scale, higher scores indicate greater readiness. Data were collected through electronic and paper questionnaires distributed over a period of 20 days.
The study included 564 medical students from various Syrian universities, of whom 77.8% demonstrated awareness of AI in the medical field. Significant differences in AI awareness were observed based on academic GPA (p = 0.035) and income level (p = 0.016), with higher awareness among students with higher GPA and income levels. Statistically significant differences were found between students aware of AI and those unaware, as well as between students with experience using AI and those without, across all domains of readiness, including cognition (t = -10.319, p < 0.001), ability (t = -11.519, p < 0.001), vision (t = -6.387, p < 0.001), ethics (t = -7.821, p < 0.001), and the overall readiness score (t = -11.354, p < 0.001).
Integrating AI into medical education is essential for advancing healthcare in developing countries like Syria. Providing incentives and fostering a culture of continuous learning will equip medical students to leverage AI's benefits while mitigating its drawbacks.
人工智能（AI）在各个科学领域，尤其是医学领域，已经获得了显著的关注并取得了进展。自20世纪50年代引入以来，人工智能有了显著进步，支持了诸如诊断工具和医疗技术等创新。尽管有这些发展，但诸如伦理问题以及在叙利亚等地区整合有限等挑战，凸显了提高认识和开展更具针对性研究的重要性。
进行了一项横断面研究，使用医学生医学人工智能准备量表（MAIRS_MS）来评估医学生在医学领域使用人工智能技术的准备情况和意愿。该量表包括22个项目，分为4个领域：伦理、愿景、能力和认知，回答采用五点李克特量表评分，分数越高表明准备越充分。数据通过在20天内分发的电子问卷和纸质问卷收集。
该研究纳入了来自叙利亚各大学的564名医学生，其中77.8%的学生表明了解医学领域的人工智能。基于学业平均绩点（p = 0.035）和收入水平（p = 0.016）观察到人工智能意识存在显著差异，学业平均绩点和收入水平较高的学生意识更强。在准备情况的所有领域，包括认知（t = -10.319，p < 0.001）、能力（t = -11.519，p < 0.001）、愿景（t = -6.387，p < 0.001）、伦理（t = -7.821，p < 0.001）以及总体准备得分（t = -11.354，p < 0.001）方面，了解人工智能的学生与不了解的学生之间，以及有使用人工智能经验与没有使用经验的学生之间，均发现了统计学上的显著差异。
将人工智能整合到医学教育中对于像叙利亚这样的发展中国家推进医疗保健至关重要。提供激励措施并培育持续学习的文化，将使医学生能够利用人工智能的益处，同时减轻其弊端。
