Perceived artificial intelligence readiness in medical and health sciences education: a survey study of students in Saudi Arabia

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dc.contributor.authorAlmalki, Manal
dc.contributor.authorAlkhamis, Moh A.
dc.contributor.authorKhairallah, Farah M.
dc.contributor.authorChoukou, Mohamed-Amine
dc.date.accessioned2025-04-04T17:48:22Z
dc.date.available2025-04-04T17:48:22Z
dc.date.issued2025-03-26
dc.date.updated2025-04-01T05:03:24Z
dc.description.abstractAbstract Background As artificial intelligence (AI) becomes increasingly integral to healthcare, preparing medical and health sciences students to engage with AI technologies is critical. Objectives This study investigates the perceived AI readiness of medical and health sciences students in Saudi Arabia, focusing on four domains: cognition, ability, vision, and ethical perspectives, using the Medical Artificial Intelligences Readiness Scale for Medical Students (MAIRS-MS). Methods A cross-sectional survey was conducted between October and November 2023, targeting students from various universities and medical schools in Saudi Arabia. A total of 1,221 students e-consented to participate. Data were collected via a 20-minute Google Form survey, incorporating a 22-item MAIRS-MS scale. Descriptive and multivariate statistical analyses were performed using Stata version 16.0. Cronbach alpha was calculated to ensure reliability, and least squares linear regression was used to explore relationships between students’ demographics and their AI readiness scores. Results The overall mean AI readiness score was 62 out of 110, indicating a moderate level of readiness. Domain-specific scores revealed generally consistent levels of readiness: cognition (58%, 23.2/40), ability (57%, 22.8/40), vision (54%, 8.1/15) and ethics (57%, 8.5/15). Nearly 44.5% of students believed AI-related courses should be mandatory whereas only 41% reported having such a required course in their program. Conclusions Medical and health sciences students in Saudi Arabia demonstrate moderate AI readiness across cognition, ability, vision, and ethics, indicating both a solid foundation and areas for growth. Enhancing AI curricula and emphasizing practical, ethical, and forward-thinking skills can better equip future healthcare professionals for an AI-driven future.
dc.identifier.citationBMC Medical Education. 2025 Mar 26;25(1):439
dc.identifier.doi10.1186/s12909-025-06995-1
dc.identifier.urihttp://hdl.handle.net/1993/38983
dc.language.isoeng
dc.language.rfc3066en
dc.publisherBMC
dc.rights.holderThe Author(s)
dc.subjectArtificial intelligence
dc.subjectMedical education
dc.subjectAI readiness
dc.subjectEthics
dc.subjectMedical students
dc.subjectCurriculum reform
dc.subjectSaudi Arabia
dc.titlePerceived artificial intelligence readiness in medical and health sciences education: a survey study of students in Saudi Arabia
dc.typeresearch article
local.author.affiliationRady Faculty of Health Sciences::College of Rehabilitation Sciences
oaire.citation.startPage439
oaire.citation.titleBMC Medical Education
oaire.citation.volume25
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