Syeda Laveeza H, Batool Zoya, Hayder Zeeshan, Ali Shabana
Islamic International Medical College, H2XR+G6H, 274 Main Peshawar Rd, Rawalpindi, 46000, Punjab, Pakistan.
Department of Medical Education, Islamic International Medical College, H2XR+G6H, 274 Main Peshawar Rd, Rawalpindi, 46000, Punjab, Pakistan.
BMC Med Educ. 2025 Jul 15;25(1):1060. doi: 10.1186/s12909-025-07223-6.
Artificial intelligence (AI) is reshaping healthcare, yet its integration into medical education remains limited. This study assesses undergraduate healthcare students' knowledge and perceptions of AI, its applications, challenges, and the need for AI education in healthcare curricula.
A cross-sectional study was conducted at Riphah International University from August to October 2023, involving 939 undergraduate students from medical, dental, pharmacy, nursing, and physical therapy disciplines. Data was collected using a validated questionnaire and analyzed using IBM SPSS Version 26. Inferential statistical test such as The Kruskal-Wallis H and Mann-Whitney U tests were applied to compare AI knowledge and perceptions across disciplines and genders.
Results demonstrated moderate AI knowledge, with significant differences across disciplines (p = 0.039). BDS students had the highest AI knowledge, while nursing students scored the lowest. Most students (77%) attended AI-related talks, but only 11.8% had formal AI training. Perceptions toward AI's role in patient care were generally positive, with 73.6% believing AI could aid in patient documentation and 68.7% supporting its role in selecting health interventions. Concerns were raised about AI's impact on job displacement, ethical challenges, and feasibility in developing countries. Despite this, 78.8% supported AI integration into medical curricula, and 82.2% endorsed AI training as part of medical education.
Undergraduate healthcare students recognize AI's potential in medicine but express concerns about ethical implications and job displacement. The findings highlight the need for structured AI education in medical curricula to bridge knowledge gaps and prepare future healthcare professionals for AI-driven practice.
人工智能（AI）正在重塑医疗保健行业，但其在医学教育中的整合仍然有限。本研究评估了本科医疗保健专业学生对人工智能的知识、看法、其应用、挑战以及在医疗保健课程中进行人工智能教育的必要性。
2023年8月至10月在里法国际大学进行了一项横断面研究，涉及来自医学、牙科、药学、护理和物理治疗专业的939名本科生。使用经过验证的问卷收集数据，并使用IBM SPSS 26版进行分析。应用诸如克鲁斯卡尔 - 沃利斯H检验和曼 - 惠特尼U检验等推断性统计测试来比较各学科和性别之间的人工智能知识和看法。
结果显示学生对人工智能的知识掌握程度中等，各学科之间存在显著差异（p = 0.039）。牙医学士（BDS）专业的学生人工智能知识水平最高，而护理专业的学生得分最低。大多数学生（77%）参加过与人工智能相关的讲座，但只有11.8%接受过正规的人工智能培训。对人工智能在患者护理中作用的看法总体上是积极的，73.6%的人认为人工智能有助于患者记录，68.7%的人支持其在选择健康干预措施中的作用。人们对人工智能对工作岗位替代、伦理挑战以及在发展中国家的可行性表示担忧。尽管如此，78.8%的人支持将人工智能整合到医学课程中，82.2%的人认可将人工智能培训作为医学教育的一部分。
本科医疗保健专业学生认识到人工智能在医学中的潜力，但对伦理影响和工作岗位替代表示担忧。研究结果凸显了在医学课程中开展结构化人工智能教育的必要性，以弥补知识差距，并使未来的医疗保健专业人员为人工智能驱动的实践做好准备。
