Artificial Intelligence as a Pedagogical Tool in Medical Education: A Descriptive-Analytical Study of Iranian Faculty Attitudes

Background: The rapid evolution of artificial intelligence (AI) has positioned it as a disruptive innovation with transformative potential across various disciplines, including medical education. While AI-driven tools are increasingly integrated into pedagogical frameworks globally, their adoption and perceived efficacy within specific regional contexts, such as Iran, remain underexplored. This study sought to systematically evaluate the attitudes and perceptions of faculty members in Iranian medical universities regarding the applications, benefits, and challenges of AI in medical education. Methods: A descriptive-analytical cross-sectional study was conducted in ۲۰۲۴, employing a stratified sampling technique to recruit ۱۲۰ faculty members from five prominent medical universities in Iran. Data collection was achieved through a validated, researcher-administered questionnaire designed to assess three core dimensions: (۱) perceived utility of AI in educational methodologies, (۲) potential advantages for student engagement and learning outcomes, and (۳) identified barriers to implementation. Quantitative analysis was performed using SPSS software (version ۲۶), incorporating both descriptive statistics (means, frequencies) and inferential tests (chi-square, ANOVA) to examine associations between demographic variables and AI perceptions. Results: The findings revealed a generally positive disposition toward AI adoption, with ۸۲% of participants acknowledging its efficacy in enhancing didactic approaches. A significant majority (۶۵%) concurred that AI could facilitate deeper cognitive engagement and personalized learning experiences for students. However, nearly half of the respondents (۴۸%) cited critical impediments, including insufficient technological literacy among educators, infrastructural deficits, and unresolved ethical dilemmas pertaining to data privacy and algorithmic bias. Conclusion: This study underscores the considerable promise of AI as a catalyst for innovation in medical education, contingent upon the resolution of systemic and human-resource challenges. Strategic recommendations include the institutionalization of faculty development programs, investment in technological infrastructure, and the formulation of evidence-based policies to govern ethical AI deployment. Future research should explore longitudinal outcomes of AI integration and comparative analyses across diverse socio-cultural contexts.

کلیدواژه ها:

Artificial Intelligence ، Medical Education ، Faculty Perceptions