Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation

Ay Sıla Çaloğlu; Halid Durna; Zeynep Naz Ergen; Aysel Başer

doi:10.62425/jmefm.1888807

Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation

Abstract

Abstract Objective: The integration of artificial intelligence (AI) into medical education is rapidly increasing; however, gaps remain in terms of learners’ knowledge and ethical awareness. This study aimed to evaluate baseline perceptions of AI among medical students and faculty members and to assess the impact of a structured educational intervention on students’ knowledge, attitudes, and ethical awareness. Method: This study employed a single-group pretest–posttest design. Initially, a 24-item questionnaire was developed on the basis of a comprehensive literature review and administered to medical students (n = 123) and faculty members (n = 17) to assess baseline perceptions. Following an expert review involving medical education specialists from three universities, the instrument was refined to a 12-item artificial intelligence awareness questionnaire. The finalized questionnaire was administered as both a pretest and posttest to 143 medical students. After the educational intervention, 123 students completed both assessments and were included in the paired analyses. Data were analyzed using paired samples t tests, and effect sizes were calculated using Cohen’s d. Results: At baseline, both students (mean = 3.55 ± 0.58) and faculty members (mean = 3.66 ± 0.53) demonstrated moderate levels of AI awareness. Knowledge of fundamental AI concepts was relatively limited, while attitudes toward the future importance and educational utility of AI were highly positive. Following the intervention, statistically significant improvements were observed across all knowledge and awareness domains (P < .001). The greatest gains were observed in understanding AI concepts, applications in medical education, and ethical considerations. The overall questionnaire score significantly increased (mean difference = -1.01, t(122) = -11.745, P < .001), indicating a strong positive effect of the intervention. However, the participants’ perceived need for further AI training remained high and did not significantly change (P = .060). Conclusion: Although baseline knowledge of AI among medical students and faculty members was limited, both groups demonstrated strong positive attitudes and a clear demand for further training. The educational intervention significantly improved AI-related knowledge and ethical awareness. These findings highlight the importance of integrating structured AI education into medical curricula to support the responsible and effective use of emerging technologies.

Keywords

Supporting Institution

This study was supported by The Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 2209-A Research Projects Support Program for Undergraduate Students.

Project Number

Decision No (Ethics Commitee): 2024/5-15 TÜBİTAK SUBMISSION NO: 1919B012333843

Ethical Statement

This study was approved by the İzmir Democracy University Non-Interventional Ethics Committee. Ethical approval was obtained on 29.05.2024 with the decision number 2024/5-15.

Thanks

The authors would like to thank Prof. Dr. Hatice Şahin for their guidance, Assoc. Prof. Dr. Cemal Hüseyin Güvercin and Assoc. Prof. Dr. Kadir Demir for their contribution to the educational intervention, and TÜBİTAK for providing financial support that made this research possible.

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Details

Primary Language

English

Subjects

Medical Education

Journal Section

Research Article

Authors

Ay Sıla Çaloğlu ^*
0009-0007-1977-7134
Türkiye

Halid Durna
0009-0000-1671-8509
Türkiye

Zeynep Naz Ergen
0009-0004-0508-4298
Türkiye

Aysel Başer
0000-0001-8067-0677
Türkiye

Publication Date

August 10, 2026

Submission Date

February 13, 2026

Acceptance Date

July 6, 2026

Published in Issue

Year 2026 Volume: 3 Number: 2

DOI

https://doi.org/10.62425/jmefm.1888807

IZ

https://izlik.org/JA67SK75AU

Cite

RIS / Bibtex

APA

Çaloğlu, A. S., Durna, H., Ergen, Z. N., & Başer, A. (2026). Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation. Journal of Medical Education and Family Medicine, 3(2), 44-53. https://doi.org/10.62425/jmefm.1888807

AMA

1.Çaloğlu AS, Durna H, Ergen ZN, Başer A. Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation. J Med Educ Family Med. 2026;3(2):44-53. doi:10.62425/jmefm.1888807

Chicago

Çaloğlu, Ay Sıla, Halid Durna, Zeynep Naz Ergen, and Aysel Başer. 2026. “Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation”. Journal of Medical Education and Family Medicine 3 (2): 44-53. https://doi.org/10.62425/jmefm.1888807.

EndNote

Çaloğlu AS, Durna H, Ergen ZN, Başer A (August 1, 2026) Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation. Journal of Medical Education and Family Medicine 3 2 44–53.

IEEE

[1]A. S. Çaloğlu, H. Durna, Z. N. Ergen, and A. Başer, “Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation”, J Med Educ Family Med, vol. 3, no. 2, pp. 44–53, Aug. 2026, doi: 10.62425/jmefm.1888807.

ISNAD

Çaloğlu, Ay Sıla - Durna, Halid - Ergen, Zeynep Naz - Başer, Aysel. “Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation”. Journal of Medical Education and Family Medicine 3/2 (August 1, 2026): 44-53. https://doi.org/10.62425/jmefm.1888807.

JAMA

1.Çaloğlu AS, Durna H, Ergen ZN, Başer A. Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation. J Med Educ Family Med. 2026;3:44–53.

MLA

Çaloğlu, Ay Sıla, et al. “Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation”. Journal of Medical Education and Family Medicine, vol. 3, no. 2, Aug. 2026, pp. 44-53, doi:10.62425/jmefm.1888807.

Vancouver

1.Ay Sıla Çaloğlu, Halid Durna, Zeynep Naz Ergen, Aysel Başer. Artificial Intelligence-Assisted Medical Education: Usability, Benefits and Ethical Evaluation. J Med Educ Family Med. 2026 Aug. 1;3(2):44-53. doi:10.62425/jmefm.1888807