DOI: 10.62425/jmefm.1888807 ISSN: 3023-7793

Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation

Ay Sıla Çaloğlu, Halid Durna, Zeynep Naz Ergen, Aysel Başer
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AbstractObjective: The integration of artificial intelligence (AI) into medical education is rapidly increasing; however, gaps remain in terms of learners’ knowledge and ethical awareness. This study aimed to evaluate baseline perceptions of AI among medical students and faculty members and to assess the impact of a structured educational intervention on students’ knowledge, attitudes, and ethical awareness.Method: This study employed a single-group pretest–posttest design. Initially, a 24-item questionnaire was developed on the basis of a comprehensive literature review and administered to medical students (n = 123) and faculty members (n = 17) to assess baseline perceptions. Following an expert review involving medical education specialists from three universities, the instrument was refined to a 12-item artificial intelligence awareness questionnaire. The finalized questionnaire was administered as both a pretest and posttest to 143 medical students. After the educational intervention, 123 students completed both assessments and were included in the paired analyses. Data were analyzed using paired samples t tests, and effect sizes were calculated using Cohen’s d.Results: At baseline, both students (mean = 3.55 ± 0.58) and faculty members (mean = 3.66 ± 0.53) demonstrated moderate levels of AI awareness. Knowledge of fundamental AI concepts was relatively limited, while attitudes toward the future importance and educational utility of AI were highly positive. Following the intervention, statistically significant improvements were observed across all knowledge and awareness domains (P < .001). The greatest gains were observed in understanding AI concepts, applications in medical education, and ethical considerations. The overall questionnaire score significantly increased (mean difference = -1.01, t(122) = -11.745, P < .001), indicating a strong positive effect of the intervention. However, the participants’ perceived need for further AI training remained high and did not significantly change (P = .060).Conclusion: Although baseline knowledge of AI among medical students and faculty members was limited, both groups demonstrated strong positive attitudes and a clear demand for further training. The educational intervention significantly improved AI-related knowledge and ethical awareness. These findings highlight the importance of integrating structured AI education into medical curricula to support the responsible and effective use of emerging technologies.

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