Perception of integrating an AI teaching module into medical education curriculum

Abstract

Background and aims Artificial intelligence (AI) is evolving into a revolutionary tool as medical education rapidly adapts to meet the demands of modern healthcare. This study examined the perceptions of faculty members, teaching assistants, and medical students regarding the integration of AI teaching modules into the undergraduate medical curriculum at Alfaisal University in Riyadh, Saudi Arabia. Methods A cross-sectional questionnaire-based survey was conducted among 201 participants (68 faculty members, 16 teaching assistants, and 117 medical students). The survey collected demographic data (age, gender, nationality, academic role, and faculty rank or student year of study) and explored perceived advantages (e.g., innovation, efficiency, accuracy), disadvantages (e.g., workload, resistance, job replacement, overreliance on technology), and views on the appropriate stage for introducing AI in the curriculum. Responses were measured on a five-point Likert scale and analyzed using descriptive and inferential statistics. Results The majority of respondents expressed favorable perceptions of AI integration, highlighting its potential to inspire innovation, improve efficiency, enhance clinical precision, and broaden medical specialties. Over half (55.7%) recommended introducing AI during preclinical years, while 32.8% preferred the clinical years. Conclusion The findings demonstrate strong support for the early integration of AI into Alfaisal University’s medical curriculum. These insights provide evidence to guide curriculum development and prepare future medical professionals for AI-driven practice.

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