Jul 2026· Health Sciences Investigations Journal· pp. 1531· 0 citations
TL;DR
It is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education, and addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.
Abstract
Background: This study explores how health science educators perceive Artificial Intelligence (AI) in the teaching/learning process, specifically looking at their opinions, concerns, and hopes for how it can help students learn better.
Methods: This cross-sectional study occurred in the Marrakech-Safi region of Morocco. A structured, validated questionnaire with 24 questions was used to gather numerical data from n=192 educators at the Faculty of Medicine and Pharmacy, as well as the Higher Institute of Nursing and Health Techniques. The scale reliability was acceptable with a Cronbach's alpha of 0.707.
Results: 50 educators responded to the questionnaire. Descriptive statistics show that while a vast majority (96.0\%) believe AI can improve learning conditions, a high percentage (90.0\%) have never used AI in their teaching practices. A significant positive correlation (rs ≈55) was found between the belief that 'AI will assist me in decision-making' and 'AI will aid in the remediation stage' (p = 0.000412).
Conclusion: Based on the study's results, it is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education. Addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.
In recent times, nursing students have been utilizing artificial intelligence (AI) technology, as they perceive it boosts learning outcomes and academic performance and transforms several facets of healthcare. This study aimed to explore nursing students' knowledge, attitudes and perceptions concerning the adoption of AI in their academic and clinical areas. It applied an exploratory study design to cover the study population of all undergraduate students, including interns from selected private nursing colleges in Tamil Nadu, India (N = 440). A self-designed online questionnaire was distributed via Google Forms to the target population and 317 responded. The results showed that 81.3% were familiar with the term "AI" (81.3%). 76.3% recognized that AI would revolutionize the nursing field. Most nursing students consented that AI should be included in undergraduate (67.2%) and postgraduate (71.3%) nursing curricula. 77.9% perceived that AI would be helpful for their future career. A significant variation was observed in nursing students' knowledge, attitude and perception scores across age categories, but not for gender and year of study. This study concluded that female nursing students, especially those aged 17-19, demonstrated strong knowledge, an optimistic attitude and had a better perception of AI. The findings suggest that nursing students in India possess adequate knowledge about AI, indicating a positive perception that AI plays a transformative function in nursing education and practice, with a need for more focused training and integration into the curriculum.
Arul Valan, Latha S Kannan, A. Subbarayalu et al.· International Research Journ...· 0 citations
Nursing students had a wavier level of artificial intelligence literacy of knowledge, attitude and practice and its application in nursing learning, which foster effective integration of artificial intelligence in nursing education.
Haider Mohammed Majeed, Ali Hussein Alek Al-Ganmi, Ali Dhahir Abdulyemmah et al.· F1000Research· 0 citations
The normalisation of АІ in academic practice indicates its role as a cognitive extension in medical education, which necessitates the development of structured educational strategies and methodological guidelines for its responsible use in medical training.
Inna I. Kucherenko, A. O. Burdeinyi, L. Lymar et al.· Polski merkuriusz lekarski :...· 0 citations
This study examined vocational health services students’ perceived knowledge, anxiety, hope, adaptation, and perspectives regarding the use of artificial intelligence in healthcare and evaluated whether these scores differed according to selected individual and health-related characteristics. A cross-sectional, descriptive, and correlational design was used. The study included 174 students enrolled at Batman University Vocational School of Health Services during the 2025–2026 academic year. Data were collected between April and May 2026 using a Personal Information Form and the Knowledge, Attitudes, and Perspectives Scales on the Use of Artificial Intelligence in Healthcare. Descriptive statistics, independent-samples t tests, Pearson correlation analysis, and Cronbach’s alpha coefficients were used. Internal consistency coefficients ranged from 0.777 to 0.897. No statistically significant differences were found according to gender, year of study, chronic illness status, or living arrangement. Students who regularly used medication had higher anxiety scores in the unadjusted analysis; however, this difference did not remain significant after Holm adjustment and was considered exploratory. Positive correlations were identified among all measured dimensions, with the strongest association observed between hope and adaptation. The findings indicate that students’ evaluations of artificial intelligence involve interrelated perceptions of knowledge, anxiety, positive expectations, and educational preparation needs. Healthcare education programs should include structured content addressing the clinical applications, limitations, ethical implications, and critical evaluation of artificial intelligence.
The findings indicate that nursing students had generally positive levels of AI literacy and attitudes toward AI, and higher AI literacy was associated with more positive attitudes toward AI.
M. Çil, Berna Eren Fidancı, D. Yildiz· Journal of Education and Res...· 0 citations
Artificial Intelligence (AI) is transforming education by enhancing teaching, learning, and administrative processes. As teachers increasingly participate in AI-based teaching training, understanding its impact on their mental health has become essential. This study examines the influence of AI-based teaching training on the mental health of teachers using a descriptive survey method. Data were collected from 100 teachers through a self-developed AI Awareness Questionnaire and a standardized Mental Health Scale. The data were analyzed using percentage, mean, standard deviation, t-test, and Pearson's correlation coefficient. The findings revealed that most teachers possessed moderate to high AI awareness and satisfactory mental health. A positive correlation (r = 0.68) was observed between AI competency and mental health, indicating that greater AI competency is associated with improved confidence and psychological well-being. No significant gender difference was found in mental health outcomes. The study concludes that AI-based teaching training positively contributes to teachers' professional confidence, adaptability, and overall mental well-being, highlighting the need for continuous AI training and institutional support.
Rubi Singh, Ankit Kumar Singh· International Journal of Sci...· 0 citations