Artificial Intelligence in Medical Education: A Survey of Awareness and Readiness Among Iraqi Medical Students
DOI:
https://doi.org/10.31185/bsj.Vol21.Iss37.1503Keywords:
Artificial Intelligence; Medical education; Iraq; Advantages and DisadvantagesAbstract
Artificial Intelligence (AI) has become a transformative technology across numerous sectors, particularly in medicine. With the rapid advancement in AI tools and their integration into healthcare, there is a growing need for medical students to understand, adapt to, and utilize these technologies effectively. However, gaps in formal education and practical exposure remain significant, particularly in developing countries such as Iraq. This study aims to assess the level of awareness, attitudes, and readiness of undergraduate medical students in Iraq regarding the use of artificial intelligence in medicine. A descriptive cross-sectional study was conducted among 461 medical students from various public and private universities in Iraq. Data were collected through a structured online questionnaire distributed via student forums and social media platforms. The questionnaire covered demographic information, knowledge and usage of AI, perceived benefits and drawbacks, and preferences for AI education. Descriptive and inferential statistics were used to analyze the data using SPSS software.
The majority of participants (95.2%) reported using AI tools, with ChatGPT being the most widely used. However, only a small percentage had received formal AI training, and most relied on self-learning. A significant number (63.3%) expressed a strong desire for further education in AI, especially in fields like surgery, health data management, and disease diagnosis. Students generally agreed that AI could improve medical education and clinical accuracy, although many raised concerns about ethical issues, data privacy, and the impact of AI on future employment. There was also broad support for integrating AI into the medical curriculum. The study highlights a substantial interest among Iraqi medical students in the application of AI in healthcare, despite limited formal exposure. These findings indicate a critical need for structured AI education within the medical curriculum. Addressing this gap will better prepare future healthcare professionals to responsibly and effectively implement AI tools in clinical practice, contributing to improved patient outcomes and healthcare innovation
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