ORIGINAL RESEARCH article
Front. Med.
Sec. Healthcare Professions Education
This article is part of the Research TopicArtificial Intelligence for Technology Enhanced LearningView all 21 articles
Perception of Integrating an AI Teaching Module into Medical Education Curriculum
Provisionally accepted
Jude Jamjoom1
Faisal Alkhwaiter1
Ghedaa Armosh1
Nour Alfarra1Shahad Murshid1Aya Tamim2Hani Tamim3,4
Noara Alhusseini1*
Prof Selwa Al-Hazzaa1,5- 1Department of Biostatistics and Epidemiology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
- 2University of Guelph College of Biological Science, Guelph, Canada
- 3Alfaisal University College of Medicine, Riyadh, Saudi Arabia
- 4American University of Beirut, Beirut, Lebanon
- 5King Abdulaziz City for Science And Technology, Riyadh, Saudi Arabia
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Background and aims: Artificial intelligence (AI) is evolving into a revolutionary tool as medical education rapidly adapts to meet the demands of modern healthcare. This study examined the perceptions of faculty members, teaching assistants, and medical students regarding the integration of AI teaching modules into the undergraduate medical curriculum at Alfaisal University in Riyadh, Saudi Arabia. Methods: A cross-sectional questionnaire-based survey was conducted among 201 participants (68 faculty members, 16 teaching assistants, and 117 medical students). The survey collected demographic data (age, gender, nationality, academic role, and faculty rank or student year of study) and explored perceived advantages (e.g., innovation, efficiency, accuracy), disadvantages (e.g., workload, resistance, job replacement, overreliance on technology), and views on the appropriate stage for introducing AI in the curriculum. Responses were measured on a five-point Likert scale and analyzed using descriptive and inferential statistics. Results: The majority of respondents expressed favorable perceptions of AI integration, highlighting its potential to inspire innovation, improve efficiency, enhance clinical precision, and broaden medical specialties. Over half (55.7%) recommended introducing AI during preclinical years, while 32.8% preferred the clinical years. Conclusion: The findings demonstrate strong support for the early integration of AI into Alfaisal University's medical curriculum. These insights provide evidence to guide curriculum development and prepare future medical professionals for AI-driven practice.
Keywords: Artificail intelligence (AI), Medical curricula, medical curriculm, Medical Education, Teaching - Learning
Received: 24 Dec 2025; Accepted: 13 Feb 2026.
Copyright: © 2026 Jamjoom, Alkhwaiter, Armosh, Alfarra, Murshid, Tamim, Tamim, Alhusseini and Al-Hazzaa. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Noara Alhusseini
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