Artificial intelligence in healthcare: Should it be included in the medical curriculum? A students’ perspective
Open accessAbstract
The application of artificial intelligence (AI) in healthcare has increased due to rapid digitization and integration of computer science in all fields. However, the outcome in relation to patient treatment and healthcare delivery is not that visible. The reasons could be non-availability of data, lack of computerization and financial constraints. Besides this, the lack of appropriate teaching at undergraduate level about AI and its medical applications could be an obstacle. Including AI in medical school curriculum and collaboration with faculties of computer science can augment the knowledge of medical students about AI at the graduate level for better application in the real world. This will help the medical profession to prepare their younger fraternity for the future in AI.
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Contributions elaborated mainly or solely by medical students strongly call for the inclusion of AI education in medical curricula; students were enthusiastic about learning AI and recognized its crucial role in the future of medicine, but reported a lack of formal AI training and insufficient AI-related learning opportunities; researchers and educators also demanded inclusion of AI in medical Cur
“Finally, contributions elaborated mainly or solely by medical students strongly call for the inclusion of AI education in medical curricula [50–54]. Students were enthusiastic about learning AI and recognized its crucial role in the future of medicine [45, 55]. However, they reported a lack of formal AI training and insufficient AI-related learning opportunities in their medical education [46, 56,”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [50]
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Experimental — accuracy not yet measuredSeveral studies pointed to the infrastructure, financial resources, and investments necessary to implement AI-driven education methods, as the costs of servers, faculty training, tool development, and technical personnel could be substantial.
“Finally, several studies pointed to the infrastructure, financial resources, and investments necessary to implement AI-driven education methods [9, 50, 181], as the costs of servers, faculty training, tool development, and technical personnel could be substantial [182–184].”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [50]
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“Finally, contributions elaborated mainly or solely by medical students strongly call for the inclusion of AI education in medical curricula [50–54].”
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- Authors
- BANSAL, M., & JINDAL, A.
- Affiliations
- Fortis Hospital (IN)
- Government Medical College and Hospital (IN)
- Corresponding author
- JINDAL, ANKUSH
- Venue
- The National Medical Journal of India
- Publisher
- Scientific Scholar
- Published
- 2022-08-23
- Volume
- 35
- Issue
- 1
- Pages
- 56-58
- ISSN
- 0970-258X (ISSN-L)
- OpenAlex
- W4293113509
- Cited by
- 7
- References
- 20
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 2 · 2023: 1
- FWCI
- 0.30
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- The National Medical Journal of India (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- artificial intelligence in healthcare, medical curriculum, medical education, undergraduate medical education, interdisciplinary collaboration
- MeSH terms
- Artificial Intelligence, Curriculum, Delivery of Health Care, Humans, Schools, Medical, Students, Medical
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