ArticleBMC medical education2026
Adoption of artificial intelligence tools among pharmacy students in Syria: patterns of use, educational perceptions, and institutional barriers.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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Who cites it
1 citing paper in PubMed.
- Guiding student use of generative AI in undergraduate pharmacology: a narrative review and proposed source-checking process framework.Frontiers in medicine · 2026Review
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3 authors.
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Abstract
backgroundArtificial intelligence tools are reshaping global higher education, yet their deployment and systemic implications within resource-constrained, conflict-affected settings remain poorly characterized. This study examined artificial intelligence adoption prevalence, usage patterns, perceived educational benefits, self-reported usability, attitudes, social norms, and institutional support structures among undergraduate pharmacy students in Syria.
methodsA cross-sectional survey was administered between January and February 2026 to 295 pharmacy students across multiple private and public Syrian universities. Data collection utilised a five-construct psychometric instrument. To enhance analytical depth, independent-samples t-tests, one-way Analysis of Variance with post-hoc Tukey's tests, and multiple linear regression modelling were applied to evaluate variations across student subgroups and determine relational dependencies.
resultsOverall, 86.8% of participants utilised artificial intelligence tools for academic purposes, with ChatGPT emerging as the dominant platform (96.5%). Core academic use cases included concept explanation (83.2%), drug information retrieval (70.3%), and practice question generation (57.0%). While students reported positive perceived educational benefits (mean = 3.60/5.00) and favourable learning attitudes (mean = 3.66/5.00), institutional support was critically deficient (mean = 1.55/5.00). Formal institutional guidance (93.6%) and training (95.3%) were virtually absent, forcing 95.9% of students to rely entirely on self-directed learning. Inferential analysis revealed significant variations by curricular seniority; fifth-year students demonstrated higher artificial intelligence self-efficacy and usability scores than junior counterparts (P < 0.001). Construct perceptions did not vary significantly by gender, though private university students reported higher institutional support than public university peers (P = 0.036).
conclusionsSyrian pharmacy students have autonomously integrated artificial intelligence into their academic routines at rates comparable to high-income settings, yet they do so in the complete absence of institutional scaffolding. The co-occurrence of high adoption and positive attitudes alongside deficient critical verification skills exposes a distinct risk profile: students may develop misplaced confidence in automated pharmacological outputs without possessing the evaluative competencies to intercept factual errors. This pattern demands urgent curricular interventions across low- and middle-income countries.
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