Artificial intelligence offers students more personalised and adaptive learning, which encourages educators to better understand students’ learning processes. This study aims to determine the readiness levels of medical faculty students in medical artificial intelligence and to examine whether these levels vary based on gender and class year. The study was conducted with 322 medical students. Research data were collected using the “Medical Artificial Intelligence Readiness Scale for Medical Students.” Results showed that medical students rated themselves as moderate in the “cognition” and “vision” dimensions, slightly higher in the “ability” and “ethics” dimensions, and overall at a “neutral” level in medical artificial intelligence readiness. Compared to females, males showed significant differences at a “small effect” level in cognition, ability factors and overall scores. Regarding class levels, significant differences were found between 2nd graders and both 5th and 6th graders, favouring the 2nd graders at an “intermediate effect” level. In the cognition dimension, there was also a significant difference between the 2nd and 4th grades in favour of the 2nd grade and at the level of “small effect.” In order to increase medical artificial intelligence readiness of students, it is important to comprehensively include the subject in the medical school curriculum and to develop it according to needs. In future research, long-term follow-up studies aimed at improving medical students’ education in the field of medical artificial intelligence (AI) are considered to be very beneficial. Furthermore, future studies should also consider potential changes in medical AI readiness that may occur over time.
Gayef et al. (Sun,) studied this question.
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