Evidence map›Paper›PMID 40671040›Full record

ArticleBMC medical education2025

Knowledge and perception of artificial lntelligence education among undergraduate healthcare students.

Mohammed M Alsultan, Mohamed A Baraka, Leena H Alhajri, Luluah Althayf, Nujud Omar, Faten Alhomoud, Farah Kais Alhomoud, Ahmad Alsultan, Yousef Saeed Alqarni, Fahad T Alsulami and 1 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Mohammed M AlsultanDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia. mmaalsultan@iau.edu.sa.
Mohamed A BarakaPharmacy Department, Fatima College of Health Sciences, P.O. Box 4589, Abu Dhabi, United Arab Emirates.
Leena H AlhajriDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Luluah AlthayfDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Nujud OmarDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Faten AlhomoudDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Farah Kais AlhomoudDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Ahmad AlsultanCollege of Medicine, King Saud University, Riyadh, Saudi Arabia.
Yousef Saeed AlqarniDepartment of Pharmacy Practice, College of Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, 34212, Saudi Arabia.
Fahad T AlsulamiClinical Pharmacy Department, College of Pharmacy, Taif University, Taif, 21944, Saudi Arabia.
Feras A Al-AwadDepartment of Psychiatry, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundArtificial intelligence (AI) is gaining recognition for its ability to enhance patient outcomes in healthcare. Therefore, integrating AI into the undergraduate curriculum is essential to equip students with foundational knowledge before graduation. This study investigated the knowledge and perceptions of AI education among undergraduate healthcare students.

methodsThis cross-sectional study targeted students from various health colleges in Saudi Arabia and was conducted from January 1, 2024, to April 30, 2024. Data were collected using a validated questionnaire comprising three sections: demographics, knowledge, and perceptions of AI. We utilized a convenience sampling technique to distribute the survey. Descriptive analysis was performed to assess the baseline characteristics, and a multivariable logistic regression model was used to identify the covariates that significantly influence knowledge scores.

resultsA total of 303 students participated in our study, including 142 pharmacy and 161 non-pharmacy students. Non-pharmacy students demonstrated significantly greater knowledge of AI than pharmacy students (p = 0.0084). Positive perceptions of AI were more prevalent than negative perceptions among all participants (p = 0.0062). Pharmacy and non-pharmacy students held significantly different knowledge of advanced AI skills (p = 0.0019) and the importance of AI applications (p = 0.0259). Additionally, there were significant differences in perceptions regarding the belief that AI-powered medical devices would help healthcare providers reduce medical errors (p = 0.0279).

conclusionsHealthcare students recognize the benefit of AI in enhancing patient outcomes but lack practical knowledge of its medical applications. They believe integrating AI education into their curriculum is essential for acquiring skills before graduation. Therefore, enhancing AI training may foster innovation, enhance patient outcomes, and align with the evolving demands of the healthcare sector.

Indexed as

Artificial IntelligenceHealth Knowledge, Attitudes, PracticeStudents, Health OccupationsAdultCross-Sectional StudiesCurriculumEducation, Medical, UndergraduateFemaleHumansMaleSaudi ArabiaSurveys and QuestionnairesYoung AdultArtificial intelligenceCurriculumEducationHealth collegeUndergraduate students

Identifiers

PMID40671040
PMCPMC12269223

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.