Efforts to integrate AI into medical education and practice should be led by the WACP through AI policy development and implementation to bridge the AI gap and prepare physicians for digital healthcare.
Abstract
Artificial intelligence (AI) is transforming healthcare globally, but its adoption remains limited in low- and middle-income countries, such as those in West Africa. Physician educators are central to AI uptake, making their awareness and readiness crucial. This study assessed AI awareness, usage, and readiness among physicians at the West African College of Physicians and provides a roadmap for institutional digital transformation in the region.
A cross-sectional survey was conducted among 143 trainers who were recruited during a workshop at the organisation’s annual meeting. Data were collected using a structured self-administered Google Forms questionnaire with multiple-choice and Likert-scale questions that assessed awareness, usage, challenges, and factors associated with the frequency of AI usage. The data were analysed using SPSS version 27.
The response rate was 55%, and most participants practised medicine in northern Nigeria (50.5%). While 75% reported some familiarity with AI concepts, only 9.8% were very familiar. About 36% were aware of AI tools for medical education, with ChatGPT being the most recognized. Frequent AI use was observed in 19%, mainly for research, with (55%) using it in their roles as educators. Only 35% had access to AI tools, and 23% had received training on AI. Although 98% believed that AI could improve medical education, and 90% supported its integration, nearly all (99%) preferred AI as a supplement rather than a replacement. Key barriers and concerns to adoption and access were lack of training (63.4%), unavailability of tools (51.7%), poor internet connectivity (51%), and ethical concerns. Frequent AI use was independently associated with having additional MSc or PhD qualifications (OR = 3.7, 95% CI: 1.28–10.96,
P
= 0.016), and AI training attendance. (OR = 2.79, 95% CI: 1.01–7.72,
P
= 0.048).
Despite strong interest and perceived value, AI adoption among WACP fellows and instructors is low due to limited training and access. Efforts to integrate AI into medical education and practice should be led by the WACP through AI policy development and implementation to bridge the AI gap and prepare physicians for digital healthcare.
Undergraduate medical students show moderate awareness of AI in healthcare but lack formal training and in-depth understanding, highlighting the need for structured AI education within medical curricula and further research on its long-term impact.
Sonali Sharma, Smriti Kayat, N. Saboo et al.· Nigerian Medical Journal· 0 citations
BACKGROUND
Successful implementation of artificial intelligence (AI) in healthcare depends not only on technological performance but also on the readiness of healthcare professionals to understand, trust, and appropriately use AI-enabled systems. Evidence regarding AI knowledge among multidisciplinary operating room (OR) staff remains limited, particularly in low- and middle-income healthcare settings.
OBJECTIVE
To assess AI-related knowledge and perceptions among OR personnel and examine demographic factors associated with workforce preparedness for AI implementation in clinical practice.
METHODS
An analytical cross-sectional survey was conducted among 200 OR healthcare professionals, including nurses, OR technicians, and anesthesiology personnel, working in four educational hospitals affiliated with Isfahan University of Medical Sciences, Iran. Data were collected using a researcher-developed questionnaire, validated for content and construct validity, consisting of demographic characteristics, seven knowledge items, and twenty-five perception items. Because the data were not normally distributed, Mann-Whitney U, Kruskal-Wallis, and Spearman correlation tests were used for statistical analysis.
RESULTS
Participants demonstrated limited AI knowledge (mean score: 2.11 ± 0.76 out of 7; 30.1% of the maximum possible score), whereas perceptions toward AI were generally positive (mean score: 76.8 ± 14.5 out of 125). Knowledge scores differed significantly according to educational level (P < 0.001), employment status (P < 0.001), professional discipline (P = 0.026), work experience (P = 0.015), and gender (P = 0.036). Perception scores were significantly associated only with educational level (P = 0.010). Knowledge and perception showed a moderate positive correlation (Spearman's r = 0.421, P < 0.001), while age was weakly negatively correlated with knowledge (r = - 0.156, P = 0.027).
CONCLUSIONS
Despite favorable attitudes toward AI, OR staff demonstrated substantial deficiencies in AI knowledge. Further research and targeted educational initiatives may be warranted to improve AI knowledge among perioperative healthcare professionals and support the safe integration of clinical informatics.
Farzaneh Nekuei manesh, Zahra Eydizadeh, M. Sohrabi et al.· International Journal of Med...· 0 citations
Objective: Artificial intelligence (AI) is rapidly transforming healthcare, offering opportunities to improve diagnostics, optimize workflows, and reduce medical errors. Effective integration requires not only technological innovation but also clinician engagement and education. This study explores the perceptions, knowledge, and experiences of Spanish medical professionals and students regarding AI in healthcare.
Methods: A cross-sectional online survey was conducted between October and December 2024, yielding 167 valid responses from diverse medical backgrounds.
Results: Participants reported higher familiarity with general technology (mean = 6.6/10) than with AI (5.0) or AI in medicine (4.2). Younger respondents demonstrated greater AI literacy but less experience with medical software. Gender disparities were evident, with males reporting significantly higher knowledge and engagement across all domains. Although 95.8% of participants recognized ChatGPT, familiarity with medical AI tools was minimal. Respondents expressed limited awareness of AI regulation (mean = 2.2/10) and uncertainty about physicians’ roles in policy-making, despite broad support for ethical oversight.
Conclusions: These findings reveal significant educational, generational, and gender gaps that may hinder AI adoption in clinical practice. Strengthening interdisciplinary collaboration, promoting inclusive AI education, and involving clinicians in regulatory processes are essential to ensure responsible, equitable, and effective integration of AI in healthcare.
Jorge García Condado, E. Cristòbal Cóppulo, Mireia Gamundi et al.· Journal of Scientific Innova...· 0 citations
Integrating AI-related education, practical training, and digital competency development into undergraduate nursing curricula may enhance students' awareness and strengthen their readiness to effectively utilize AI technologies in future nursing practice.
Saada Taktikh Alshammary, Fatimah Salman Zoghbi, D. Alanazi et al.· International Journal of Adv...· 0 citations
Background: Artificial intelligence (AI), often termed the "fourth industrial revolution," is transforming healthcare by improving decision-making, diagnosis, and patient management. Despite its potential, understanding and integration of AI into medical education and practice remain limited, especially in resource-constrained regions. This study explores medical students' knowledge, attitudes, and practices concerning AI in a rural medical college in Haryana, India. Material and Methods: A cross-sectional online survey was conducted among 189 medical students at BhagatPhool Singh Government Medical College for Women, Haryana. Data were collected using a 13-item questionnaire on demographic details, knowledge, attitudes, and practices related to AI. Convenience sampling was employed, and data analysis was performed using SPSS v26.0. Frequency tables were used to summarize the findings. Results: Among respondents, 91.5% were aware of AI, yet only 53.4% knew about its medical applications. Most participants (81.5%) reported not being taught about AI during medical school, but 79.9% expressed an interest in learning more. While 76.7% agreed AI aids in early diagnosis, only 20.6% believed it could replace doctors. Regarding AI's potential burden, 18.5% agreed, while 45.5% remained neutral. For future practices, 51.9% showed willingness to work with AI, 66.7% believed it could aid in information gathering, and 78.8% thought AI would revolutionize medical teaching and research. Conclusion: The majority of medical students demonstrated a positive attitude toward AI and recognized its potential in healthcare, despite limited knowledge of its applications. Specific training and curriculum integration of AI in medical education are essential to prepare future doctors for the evolving digital landscape. Keywords: Artificial intelligence, medical education, medical students, rural healthcare, AI applications.
Artificial Intelligence (AI) is rapidly transforming healthcare delivery worldwide. The adoption of AI among healthcare professionals in Nigeria, its patterns of use, and associated factors are emerging issues that need to be explored. This study aimed to assess the prevalence, patterns, and determinants of AI use among healthcare professionals in Lagos State, Nigeria. A descriptive cross-sectional study was conducted among 415 healthcare professionals across 14 public health facilities in Lagos, representing primary, secondary, and tertiary levels of care. Data were collected using a structured, self-administered questionnaire and analysed using descriptive statistics, chi-square tests, and binary logistic regression. Although only 19.8% had received formal AI training, 86.5% reported using AI and 51.3% used it specifically for professional duties. The most common professional application was diagnostic support, including clinical reasoning, interpretation of laboratory and radiological findings, and medication-interaction checks. AI use in professional duties was significantly associated with educational level (p = 0.042); postgraduate-qualified professionals were twice as likely to use AI as those with only basic healthcare degrees (OR = 2.07, p = 0.014). Key barriers included privacy concerns, algorithmic distrust, and limited formal training. Despite low formal training, use of AI-related digital tools was common among healthcare professionals in public health facilities in Lagos, primarily supporting diagnostic reasoning and clinical documentation. These findings highlight the need for structured AI literacy programs and institutional governance frameworks to support safe and equitable AI integration in Nigeria’s health system.
A. Chima-Oduko, B. Maduafokwa, K. Abdulraheem et al.· BMC Digital Health· 0 citations
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