94% of researchers rate our articles as excellent or good
Learn more about the work of our research integrity team to safeguard the quality of each article we publish.
Find out more
ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1550671
This article is part of the Research TopicDigital Learning Innovations: Trends Emerging Scenario, Challenges and OpportunitiesView all 8 articles
Perceptions of Artificial Intelligence in Healthcare Curricula: Insights from a Nationwide Survey of Medical Students
Provisionally accepted- 1Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
- 2Sultan Qaboos University, Muscat, Oman
- 3King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
In an era where Artificial Intelligence (AI) is rapidly transforming healthcare, understanding the perceptions of future healthcare professionals becomes crucial. This nationwide survey in Saudi Arabia delves into the attitudes of healthcare students towards AI, aiming to gauge its perceived impact on healthcare education and future careers. Engaging participants from 21 universities, the study reveals nuanced gender-based differences in perceptions of AI, emphasizing its recognized importance in healthcare careers. The research highlights a general consensus on the necessity of AI in healthcare curricula, yet underscores the need for cautious AI management in clinical settings. Findings demonstrate varied attitudes influenced by students' year of study, exposure to AI, and educational backgrounds, suggesting a complex interplay of factors shaping their views. This study is instrumental in uncovering the multifaceted perspectives of future healthcare professionals on AI, providing vital insights for tailoring educational strategies to prepare them for the AI-integrated future of healthcare in the Kingdom of Saudi Arabia.
Keywords: Teaching, Learning, healthcare, Data science applications in education, Improving classroom teaching, Lifelong learning, artificial intelligence, medical
Received: 15 Jan 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Almusharraf, Shaikh, Attar and Alwassil. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: AbdulKhalique Shaikh, Sultan Qaboos University, Muscat, Oman
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.