{"id":4169,"date":"2025-08-11T15:49:51","date_gmt":"2025-08-11T07:49:51","guid":{"rendered":"https:\/\/www.rzautoassembly.com\/?p=4169"},"modified":"2025-08-11T15:49:51","modified_gmt":"2025-08-11T07:49:51","slug":"awareness-perceptions-and-opinions-of-artificial-intelligence-among-medical-undergraduates-at-umm-al-qura-university-saudi-arabia-in-2025-a-cross-sectional-study","status":"publish","type":"post","link":"https:\/\/www.rzautoassembly.com\/sv\/awareness-perceptions-and-opinions-of-artificial-intelligence-among-medical-undergraduates-at-umm-al-qura-university-saudi-arabia-in-2025-a-cross-sectional-study\/","title":{"rendered":"Awareness, Perceptions, and Opinions of Artificial Intelligence Among Medical Undergraduates at Umm Al-Qura University, Saudi Arabia in 2025: A Cross-Sectional Study"},"content":{"rendered":"
\"\"<\/a>
Flexible Automatic Assembly Equipmentproducts<\/figcaption><\/figure>\n

Abstract<\/strong>
\nBackground and Objectives:<\/strong> <\/span>With the increasing application of artificial intelligence (AI) in healthcare (such as image analysis and robotic surgery), the World Medical Association (WMA) emphasizes the need to integrate AI education into medical curricula. This study aims to assess the awareness, perceptions, and attitudes of medical undergraduates at Umm Al-Qura University in Makkah, Saudi Arabia, regarding AI and its applications in healthcare, providing a basis for integrating AI courses into medical education.<\/p>\n

Materials and Methods:<\/span><\/strong> A cross-sectional study was conducted in March 2025, using stratified random sampling to select 170 undergraduate medical students from Umm Al-Qura University, ensuring representative samples across all academic years. A self-administered online questionnaire, designed based on previously validated tools, was used to collect data on demographic information, AI knowledge, usage, and attitudes. Statistical analysis was performed using SPSS 20.0, including chi-square tests, independent samples t-tests, and one-way analysis of variance (ANOVA), with a significance level of p<0.05.<\/p>\n

Results:<\/span><\/strong> Among the 170 students, 70.0% were female, and 91.8% were Saudi nationals. A total of 95.9% were aware of AI, and 97.1% knew about ChatGPT, with 94.1% having used ChatGPT. Additionally, 61.2% considered AI an auxiliary tool for medical professionals rather than a substitute. Positive attitudes toward AI were associated with higher academic years (p=0.006) and greater AI awareness (p=0.008), but not with gender, age, or nationality. Although students recognized the value of AI in diagnosis and decision-making, they expressed concerns about potential ethical issues such as dehumanization, occupational replacement risks, privacy, and information accuracy. Notably, 55.3% of students had not received formal AI education, highlighting the need for integrating structured courses.<\/p>\n

Conclusion:<\/span><\/strong> Medical undergraduates in Saudi Arabia have a high level of awareness of AI, generally recognizing its value but maintaining a cautious attitude. Incorporating formal AI training into undergraduate medical education is crucial to helping students adapt to future AI-enhanced clinical environments.<\/p>\n

Introduction<\/strong>
\nArtificial intelligence (AI) is reshaping global healthcare systems irreversibly\u2014from automated detection of diabetic retinopathy and precise operations of surgical robots to real-time analysis by clinical decision support systems. AI has moved from laboratories to core clinical practice scenarios. The World Medical Association (WMA) clearly states that medical education must keep pace with this transformation, integrating AI knowledge and application capabilities into core training objectives to ensure that future healthcare practitioners can effectively harness technology while balancing efficiency and humanistic care.<\/p>\n

However,<\/span><\/strong> significant differences exist in medical students\u2019 awareness and acceptance of AI across regions and cultural backgrounds. In Middle Eastern and Arab countries, although the application of medical AI is accelerating (e.g., the layout of digital healthcare in Saudi Arabia\u2019s \u201cVision 2030\u201d), research on medical students\u2019 perceptions, attitudes, and educational needs regarding AI remains scarce. Existing international studies show that medical students\u2019 views on AI often fall into a \u201chope-fear\u201d contradiction: they expect AI to alleviate clinical burdens and improve diagnostic accuracy, yet worry that it may weaken clinical judgment, pose risks of occupational replacement, and even exacerbate inequalities in healthcare resource allocation.<\/p>\n

As an important medical education institution in Saudi Arabia,<\/span> <\/strong>Umm Al-Qura University is committed to training talents adapted to future healthcare needs. How aware are its students of AI? Do they recognize AI\u2019s role in healthcare? Does the current medical curriculum meet the needs of cultivating AI-related capabilities? Answering these questions can not only provide a basis for medical education reform in Saudi Arabia but also offer references for the localized advancement of medical AI in the Middle East. Based on this, this study aims to systematically assess the awareness, perceptions, and opinions of medical undergraduates at Umm Al-Qura University regarding AI through a cross-sectional survey, laying the foundation for constructing an appropriate AI education system.<\/p>\n

Materials and Methods<\/strong>
\nStudy Design and Participants<\/strong>
\nThis was a descriptive cross-sectional study conducted at Umm Al-Qura University in Makkah, Saudi Arabia, from January 1 to April 26, 2025. The participants were undergraduate medical students at the university (excluding medical specialists and non-medical majors). The sample size was estimated using Raosoft software, with a final sample size of 170 determined within a 95% confidence interval and 5% margin of error. Stratified random sampling was used to ensure adequate representation of students across all academic years (from basic medical studies to clinical internship stages).<\/p>\n