1Department of Medical Education, Korea University College of Medicine, Seoul, Korea
2Industry-University Cooperation Foundation, Pukyong National University, Busan, Korea
3Montefiore Medical Center, Bronx, NY, USA
4The National Academy of Medicine Korea, Seoul, Korea
© The Korean Society of Medical Education.
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Acknowledgements
None.
Funding
This study was financially supported by the Ministry of Science and ICT of Korea through the Medical AI Education and Overseas Expansion Support Project (S1124-22-1001).
Conflicts of interest
No potential conflict of interest relevant to this article was reported.
Author contributions
YML, SK, and SHK conceptualized the study, with YML and SK leading the investigation. SK and HK performed the formal analyses, while SK, SHK, and YML ensured the validity of the findings. SK and SHK wrote the original manuscript. SHK, HK, and YML reviewed and edited it. All the authors have read and approved the final manuscript.
| Contents | Faculty | Students |
|---|---|---|
| Basic knowledge and principles of AI | “Understanding the basic history and principles of AI, including medical terminology and the ability to apply and evaluate the effectiveness and limitations of medical AI is essential.” (Faculty, 128a)) | “Not all clinicians need an in-depth understanding of AI, but having a basic knowledge of AI theory, significance, and fundamental usage at the medical student level will be significantly beneficial in their future medical practice.” (Student, 723a)) |
| Practical and clinical applications of AI | “Education should focus on use cases, and interpretation skills for clinical application rather than detailed terminology and development processes. This approach will spark interest and encourage diverse future aspirations and effective utilization of AI.” (Faculty, 281) | “Physicians should be familiar with AI, but they are more likely to use it through collaboration with AI experts rather than learning its detailed workings. Education should focus on the practical applications and utility of AI in healthcare.” (Student, 1,505) |
| Ethics and legal aspects in the use of medical AI | “Focusing on ethical aspects like privacy protection is more important than AI development methods. While collaboration with technical experts can handle the development, a lack of ethical awareness can potentially lead to negative outcomes.” (Faculty, 215) | “In applying AI to healthcare, it's crucial to address legal issues, especially who is responsible when AI is involved in decision-making. Education should cover whether AI’s recommendations justify health insurance reimbursement.” (Student, 1,405) |
| Understanding of the potential and limitations of AI in the medical practice | “We need to address the misconception that AI can fully replace a physician's diagnostic abilities. AI should be seen as an assistive tool designed to reduce the labor-intensive efforts of physicians and improve diagnostic consistency and accuracy.” (Faculty, 85) | “Too many people have a vague fear of AI, which is why there is a lot of resistance to its adoption. I believe that the first step in advancing AI capabilities is to understand that AI is a tool that can positively impact doctors and contribute to the advancement of medicine.” (Student, 1,437) |
| Curricular design and instructional methods | Faculty | Students |
|---|---|---|
| Spiral approach including basic to advanced and pre-medical to medical course | “AI education should be divided between basic and advanced levels. The basics should be taught during the pre-medical courses, and advanced topics offered as electives in the latter part of the medical program.” (Faculty, 1,040a)) | “It would be beneficial to provide students with some options in curriculum design to allow them to tailor their education to their career goals.” (Student, 1,553a)) |
| “It would be good for graduates to have a basic understanding of AI. However, since not all medical students will enter related fields, the curriculum should focus on basic content, with additional study opportunities available for those who wish to learn more later.” (Student, 1,115) | ||
| Tailored to learners’ needs; mandatory vs. elective | “It seems appropriate for students to graduate with only a basic understanding of medical AI. Those wishing to deepen their AI expertise should focus on mastering clinical competencies early in their residency training and consider studying AI at the graduate level later in their careers. (Faculty, 735)” | “Given that the emphasis on specific skills may vary depending on a student's career aspirations, particularly between clinical practice and basic research, it would be beneficial to provide students with some options in curriculum design.” (Student, 1,553) |
| Hands-on practice of AI | “Providing hands-on practice would be highly beneficial. For example, allowing students to directly work with models like the deep learning-based coronary artery analysis model developed in our cardiology department would be invaluable.” (Faculty, 312) | “It would be beneficial if schools provided ample opportunities for students to acquire foundational knowledge and hands-on experience with various medical AI devices.” (Student, 756) |
| Exposure to industry or developers for gaining insight or cutting-edge AI advancements | “Providing opportunities to visit companies developing medical AI technologies or leading firms in the AI field would be beneficial. These visits could offer students new inspiration and insights into cutting-edge advancements in the industry.” (Faculty, 812) | “It’s helpful to provide opportunities for students to hear from experts who have been directly involved in AI development or have worked in startups, so they can gain insights from the field.” (Student, 776) |
| A common program across medical schools | - | “I would love to participate in a program where medical students from around the country can come together to learn and discuss AI intensively during the vacation.” (Student, 1,754) |
| Concerns | Faculty | Students |
|---|---|---|
| Balancing AI integration with the principal goals of medical education | “While AI can aid medical advancements, it may challenge the foundational values of medicine and be misapplied in unsuitable contexts.” (Faculty, 324a)) | “I fully understand the need for AI competency training in medical education, but there seems to be a slight disconnect with the primary goal of educating general practitioners. This needs careful balancing.” (Student, 451a)) |
| “The focus of medical education should be on educating physicians who can effectively utilize AI for patient care, rather than solely on developing AI specialists.” (Faculty, 673) | ||
| “There’s also a risk of diminishing the value of medical reasoning and professional integrity.” (Faculty, 324) | ||
| Time constraints in teaching and learning AI | “There is an absolute lack of lecture time in medical education courses. There is no time for a detailed AI application course.” (Faculty, 893) | “There are many programs aimed at training data analysts or AI developers among undergraduates, but participating in these during medical school or residency is practically impossible due to time constraints.” (Student, 1,849) |
| Judicious integration of AI in medical education after further advancements | “Integrating AI education for all medical students may be premature at this stage. It is advisable to wait until there has been sufficient technological advancement by experts before incorporating AI training into the medical curriculum.” (Faculty, 683) | “It is questionable whether all medical students need to be versed in this area right now. Considering the maturation of the discipline, it wouldn’t be too late to integrate it into the curriculum later.” (Student, 1,349) |
| Lack of qualified experts | “The biggest challenge is finding experts capable of introducing and teaching medical students about this rapidly evolving market. The number of such qualified individuals is likely quite limited.” (Faculty, 95) | - |
| Contents | Faculty | Students |
|---|---|---|
| Basic knowledge and principles of AI | “Understanding the basic history and principles of AI, including medical terminology and the ability to apply and evaluate the effectiveness and limitations of medical AI is essential.” (Faculty, 128a)) | “Not all clinicians need an in-depth understanding of AI, but having a basic knowledge of AI theory, significance, and fundamental usage at the medical student level will be significantly beneficial in their future medical practice.” (Student, 723a)) |
| Practical and clinical applications of AI | “Education should focus on use cases, and interpretation skills for clinical application rather than detailed terminology and development processes. This approach will spark interest and encourage diverse future aspirations and effective utilization of AI.” (Faculty, 281) | “Physicians should be familiar with AI, but they are more likely to use it through collaboration with AI experts rather than learning its detailed workings. Education should focus on the practical applications and utility of AI in healthcare.” (Student, 1,505) |
| Ethics and legal aspects in the use of medical AI | “Focusing on ethical aspects like privacy protection is more important than AI development methods. While collaboration with technical experts can handle the development, a lack of ethical awareness can potentially lead to negative outcomes.” (Faculty, 215) | “In applying AI to healthcare, it's crucial to address legal issues, especially who is responsible when AI is involved in decision-making. Education should cover whether AI’s recommendations justify health insurance reimbursement.” (Student, 1,405) |
| Understanding of the potential and limitations of AI in the medical practice | “We need to address the misconception that AI can fully replace a physician's diagnostic abilities. AI should be seen as an assistive tool designed to reduce the labor-intensive efforts of physicians and improve diagnostic consistency and accuracy.” (Faculty, 85) | “Too many people have a vague fear of AI, which is why there is a lot of resistance to its adoption. I believe that the first step in advancing AI capabilities is to understand that AI is a tool that can positively impact doctors and contribute to the advancement of medicine.” (Student, 1,437) |
| Curricular design and instructional methods | Faculty | Students |
|---|---|---|
| Spiral approach including basic to advanced and pre-medical to medical course | “AI education should be divided between basic and advanced levels. The basics should be taught during the pre-medical courses, and advanced topics offered as electives in the latter part of the medical program.” (Faculty, 1,040a)) | “It would be beneficial to provide students with some options in curriculum design to allow them to tailor their education to their career goals.” (Student, 1,553a)) |
| “It would be good for graduates to have a basic understanding of AI. However, since not all medical students will enter related fields, the curriculum should focus on basic content, with additional study opportunities available for those who wish to learn more later.” (Student, 1,115) | ||
| Tailored to learners’ needs; mandatory vs. elective | “It seems appropriate for students to graduate with only a basic understanding of medical AI. Those wishing to deepen their AI expertise should focus on mastering clinical competencies early in their residency training and consider studying AI at the graduate level later in their careers. (Faculty, 735)” | “Given that the emphasis on specific skills may vary depending on a student's career aspirations, particularly between clinical practice and basic research, it would be beneficial to provide students with some options in curriculum design.” (Student, 1,553) |
| Hands-on practice of AI | “Providing hands-on practice would be highly beneficial. For example, allowing students to directly work with models like the deep learning-based coronary artery analysis model developed in our cardiology department would be invaluable.” (Faculty, 312) | “It would be beneficial if schools provided ample opportunities for students to acquire foundational knowledge and hands-on experience with various medical AI devices.” (Student, 756) |
| Exposure to industry or developers for gaining insight or cutting-edge AI advancements | “Providing opportunities to visit companies developing medical AI technologies or leading firms in the AI field would be beneficial. These visits could offer students new inspiration and insights into cutting-edge advancements in the industry.” (Faculty, 812) | “It’s helpful to provide opportunities for students to hear from experts who have been directly involved in AI development or have worked in startups, so they can gain insights from the field.” (Student, 776) |
| A common program across medical schools | - | “I would love to participate in a program where medical students from around the country can come together to learn and discuss AI intensively during the vacation.” (Student, 1,754) |
| Concerns | Faculty | Students |
|---|---|---|
| Balancing AI integration with the principal goals of medical education | “While AI can aid medical advancements, it may challenge the foundational values of medicine and be misapplied in unsuitable contexts.” (Faculty, 324a)) | “I fully understand the need for AI competency training in medical education, but there seems to be a slight disconnect with the primary goal of educating general practitioners. This needs careful balancing.” (Student, 451a)) |
| “The focus of medical education should be on educating physicians who can effectively utilize AI for patient care, rather than solely on developing AI specialists.” (Faculty, 673) | ||
| “There’s also a risk of diminishing the value of medical reasoning and professional integrity.” (Faculty, 324) | ||
| Time constraints in teaching and learning AI | “There is an absolute lack of lecture time in medical education courses. There is no time for a detailed AI application course.” (Faculty, 893) | “There are many programs aimed at training data analysts or AI developers among undergraduates, but participating in these during medical school or residency is practically impossible due to time constraints.” (Student, 1,849) |
| Judicious integration of AI in medical education after further advancements | “Integrating AI education for all medical students may be premature at this stage. It is advisable to wait until there has been sufficient technological advancement by experts before incorporating AI training into the medical curriculum.” (Faculty, 683) | “It is questionable whether all medical students need to be versed in this area right now. Considering the maturation of the discipline, it wouldn’t be too late to integrate it into the curriculum later.” (Student, 1,349) |
| Lack of qualified experts | “The biggest challenge is finding experts capable of introducing and teaching medical students about this rapidly evolving market. The number of such qualified individuals is likely quite limited.” (Faculty, 95) | - |
AI: Artificial intelligence.
The numbers in parentheses indicate random numbers of participants.
AI: Artificial intelligence.
The numbers in parentheses indicate random numbers of participants.
AI: Artificial intelligence.
The numbers in parentheses indicate random numbers of participants.
