Artificial Intelligence in Medical Education: Mixed Methods Study in Pakistan (2025 Contexts)

Abstract

The advancements in simulation systems, custom learning, and diagnostic techniques suggest the growing potential of AI in transforming how medicine is taught. von Storch et al. conducted a mixed methods analysis of the respondents’ familiarity and attitude toward the employment of AI in the curriculum. Ethics and job displacement concerns constituted another focus of the research. Functioning in addition to results was a thorough review of international literature and pilot evaluations that took place in 2023–2025. Awareness of AI was considerable, 95 percent of respondents in fact had heard of it, and support for its implementation in education was also significant with 75 percent of respondents supporting it. Nonetheless, there were concerns, primarily from a third of the respondents, regarding job loss and the ethical implications of healthcare AI. Global research and pilot projects like MedSimAI and MEDCO have documented the benefits of AI in educational administration but have sorely lacked in multicenter research. The outcomes showcase the necessity for the Low and Middle-Income countries (LMICs) to incorporate ethical considerations into the reform of educational curricula as diving competency gaps and changes to faculty training are essential. It certainly should be the future healthcare providers to be trained as they will, apart from employing AI in their practices, need to manage the ethical controversies its advancements and applications are likely to engender.

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