Assessment of Knowledge and Education Regarding Artificial Intelligence Among Medical Teaching Faculty at Bolan Medical College, Quetta: Assessment of Knowledge and Education Regarding Artificial Intelligence

Maqbool Ahmed; Ambreen Khan; Muhammad Junaid

doi:10.54393/pbmj.v8i12.1332

Authors

Maqbool Ahmed Department of Pulmonology, Bolan Medical College, Quetta, Pakistan
Ambreen Khan Department of Gynecology, Aga Khan University, Karachi, Pakistan
Muhammad Junaid College of Physicians and Surgeons Pakistan, Karachi, Pakistan

DOI:

https://doi.org/10.54393/pbmj.v8i12.1332

Keywords:

Artificial Intelligence, Medical Education, Faculty Readiness, Healthcare Technology, Clinical Decision Support, Curriculum Development

Abstract

In the context of the continued rapid progress of the incorporation of AI technology into the healthcare system of the state of Pakistan, there are considerable shortcomings regarding the knowledge and readiness of the faculty who teach medicine at various institutions of the country’s education system, including provinces with historically underrepresented portions of the community, like Balochistan. Objectives: To evaluate the knowledge, educational experience, perceptions, and preparedness of the medical teaching staff of Bolan Medical College regarding AI technology. Methods: A cross-sectional observational study with a sample of 200 teaching faculty. A 24-point questionnaire was based on the literature received and the study used Google Forms, ensuring objectivity with anonymization. Descriptive and inferential analyses were used with SPSS version 27.0. Results: The sample, 119 (59.5%), were aware of applications of AI in medicine; only 53 (26.5%) reported being formally educated on AI. Awareness of AI in clinical sciences was 112 (56%). Knowledge of at least one AI-related programming language was 126 (63%), while familiarity with AI-related journals was 60 (30%). Only 42 (21%) reported AI-related education in their curriculum. The average knowledge stood at 2.33 ± 1.07 on a 6-point scale, reflecting moderate awareness, with only moderate application of AI knowledge, and 53 (26.5%) reporting ease of application. Conclusions: Teaching staff appear interested and aware of AI; however, major shortcomings point to the requirement of immediate faculty development programs to equip educators with knowledge and wisdom so that AI can safely be implemented in medicine.

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