Seyyedeh Fatemeh Mousavi Baigi - Department of Health Information Technology, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran- Student Research Committee, Mashhad University of Medical Sciences, Mashhad,Iran
Masoumeh Sarbaz - Department of Health Information Technology, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad,Iran
Ali Darroudi - Department of Health Information Technology, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran- Student Research Committee, Mashhad University of Medical Sciences, Mashhad,Iran
Atefeh Sadat Mousavi - Department of Health Information Technology, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad,Iran
Khalil Kimiafar - Department of Health Information Technology, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad,Iran

Background and aims: Artificial intelligence (AI) is increasingly being integrated into medicineand healthcare. However, Iran’s medical and paramedical faculties are currently not required toinclude these pieces of training in the designated curriculum. Examining public attitudes andthe current knowledge of healthcare students may be a powerful approach to highlighting areasof need for curriculum policymakers concerning AI education. Therefore, the purpose of thisresearch is to investigate and identify the gaps in the knowledge of medical and paramedical studentsof Mashhad University of Medical Sciences regarding AI, the difference in the knowledgeand perspectives of students in different fields of medicine and paramedicine, and to present themethods identified by students for teaching AI and to include it in their curriculum.Method: This cross-sectional study was conducted from September ۲۰۲۲ to February ۲۰۲۳. Astandard questionnaire previously developed by Teng et al. (۲۰۲۲) was used. The validity of thequestionnaire was measured by the consensus of experts, and its reliability was measured usingthe test-retest method (Cronbach’s alpha: ۹۱%). There were ۱۵ questions in this survey, includingmultiple-choice, pick-group-rank, Likert scale (۱۱ points), slider scale, and narrative questions.We used the proportional per-size sampling method by distributing an email with a descriptionand a link to the web-based survey to representatives among medical and paramedical students atMashhad University of Medical Sciences. This study was confirmed by the ethical committee ofMashhad University of Medical Sciences (approval number IR.MUMSFHMPM.REC.۱۴۰۱.۰۸۱).Results: A total of ۲۰۲ students from ۱۴ different fields responded to the survey (response rate:۹۸%). Overall, ۹۱.۰۸% (۱۸۴/۲۰۲) forecast that AI technology would impact their careers withinthe coming decade, and ۸۴.۶۵% (۱۷۱/۲۰۲) stated a positive perspective toward the emerging roleof AI in their respective fields. The attitude was different among the fields, and concerns aboutthe role of AI in the field of paramedical students’ careers were significantly higher (P < ۰.۰۰۰۱).All students agreed with AI training, even those who were concerned about the role of AI in theircareer field. This amount is, respectively, n = ۱۱۸ (۵۸.۴۱%) partial training from the curriculum, n= ۸۰ (۳۹.۶۰%) training outside the curriculum, and n = ۴ (۱.۹۸%) with other educational methods.Conclusion: This study investigated medical and paramedical students’ perceptions of AI andtheir knowledge gaps. Most students were optimistic about the role of AI in their future careers.However, there were more concerns among paramedical students, and many of these concernswere caused by their lack of knowledge about AI. All students stated that they have differenttraining needs for AI, and the majority of them agreed that such program-specific needs should beconsidered when integrating the AI curriculum.