Artificial intelligence use in Health Sciences Education in Morocco: perception of Educators from selected tertiary health institutions
TL;DR
It is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education, and addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.
Abstract
Background: This study explores how health science educators perceive Artificial Intelligence (AI) in the teaching/learning process, specifically looking at their opinions, concerns, and hopes for how it can help students learn better. Methods: This cross-sectional study occurred in the Marrakech-Safi region of Morocco. A structured, validated questionnaire with 24 questions was used to gather numerical data from n=192 educators at the Faculty of Medicine and Pharmacy, as well as the Higher Institute of Nursing and Health Techniques. The scale reliability was acceptable with a Cronbach's alpha of 0.707. Results: 50 educators responded to the questionnaire. Descriptive statistics show that while a vast majority (96.0\%) believe AI can improve learning conditions, a high percentage (90.0\%) have never used AI in their teaching practices. A significant positive correlation (rs ≈55) was found between the belief that 'AI will assist me in decision-making' and 'AI will aid in the remediation stage' (p = 0.000412). Conclusion: Based on the study's results, it is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education. Addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.