Artificial Intelligence Literacy in Academic Medicine: A Qualitative Evaluation of an Educational Session for Internal Medicine Physicians

Abstract

<title>Abstract</title> Background The aim of this study was to evaluate, using qualitative methods, the impact of a targeted brief educational session on internal medicine physicians’ awareness, attitudes, and perceptions regarding artificial intelligence based academic tools. Methods This prospective, qualitative descriptive study was conducted with internal medicine physicians who attended a structured and interactive educational session entitled “Artificial Intelligence on the Path to Academia,” delivered as part of the 4th National Congress of Internal Medicine. Following the session, individual semi structured interviews were carried out with the participants. The study design, conduct, and reporting were planned in accordance with the Consolidated Criteria for Reporting Qualitative Research checklist for qualitative research. The data were systematically analyzed using Braun and Clarke’s thematic analysis approach. Results The analysis indicated that participants’ baseline knowledge of artificial intelligence based academic tools was heterogeneous and generally limited. In the post training period, artificial intelligence was positioned more consciously and conditionally as a supportive tool within academic production processes. While an increase in intention to use was observed, sensitivities regarding ethics, reliability, and academic originality were maintained. In addition, a clear need emerged for practical, structured training with a well defined ethical framework. Conclusions Targeted short duration educational sessions can enhance artificial intelligence literacy in academic medicine and encourage a critical and informed approach to use, rather than uncritical acceptance of the technology. Trial registration Not applicable (qualitative descriptive study no clinical trial intervention).

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