Background Emerging artificial intelligence (AI) technologies have diverse applications in medicine. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting could become integral for physicians. This study examines undergraduate medical students’ perceptions of AI, educational opportunities about of AI in medicine, and the desired medium for AI curriculum delivery. Methods A 32 question survey for undergraduate medical students was distributed from May–October 2021 to students to all 17 Canadian medical schools. The survey assessed the currently available learning opportunities about AI, the perceived need for learning opportunities about AI, and barriers to educating about AI in medicine. Interviews were conducted with participants to provide narrative context to survey responses. Likert scale survey questions were scored from 1 (disagree) to 5 (agree). Interview transcripts were analyzed using qualitative thematic analysis. Results We received 486 responses from 17 of 17 medical schools (roughly 5% of Canadian undergraduate medical students). The mean age of respondents was 25.34, with 45% being in their first year of medical school, 27% in their 2nd year, 15% in their 3rd year, and 10% in their 4th year. Respondents agreed that AI applications in medicine would become common in the future (94% agree) and would improve medicine (84% agree Further, respondents agreed that they would need to use and understand AI during their medical careers (73% agree; 68% agree), and that AI should be formally taught in medical education (67% agree). In contrast, a significant number of participants indicated that they did not have any formal educational opportunities about AI (85% disagree) and that AI-related learning opportunities were inadequate (74% disagree). Interviews with 18 students were conducted. Emerging themes from the interviews were a lack of formal education opportunities and non-AI content taking priority in the curriculum. Conclusion A lack of educational opportunities about AI in medicine were identified across Canada in the participating students. As AI tools are currently progressing towards clinical implementation and there is currently a lack of educational opportunities about AI in medicine, AI should be considered for inclusion in formal medical curriculum.

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Emerging artificial intelligence (AI) technologies have diverse applications in medicine. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting could become integral for physicians. We deployed a 56 question survey to all 17 Canadian medical schools that assessed currently available learning opportunities about AI, the perceived need for AI education, and barriers to educating about AI among undergraduate medical students. Additionally, interviews were conducted with participants to provide narrative context, and analyzed using thematic analysis. The authors received 475 responses from students at 17 of 17 Canadian medical schools. Likert scale survey questions were scored from 1 (disagree) to 5 (agree). Respondents agreed that AI applications in medicine would become common in the future (3.80 ± 0.38) and would improve medicine (3.71 ± 0.54). Further, respondents agreed that they would need to use and understand AI during their medical careers (3.76 ± 0.572; 3.43 ± 0.773), and that AI should be formally taught in medical education (3.43 ± 0.756). In contrast, a significant number of participants indicated that they did not have any formal educational opportunities about AI (1.76 ± 785) and that AI-related learning opportunities were inadequate (2.12 ± 0.802). Interviews with 18 students were conducted, with emerging themes including a lack of formal education opportunities and logistical challenges in adding AI to curriculum. Given that medical students overwhelmingly belief that AI is important to the future of medicine, and the progression of AI tools towards clinical implementation, AI should be considered for inclusion in formal medical curriculum.

e13583 Background: Emerging artificial intelligence (AI) technologies have diverse applications in medicine, with early evidence suggesting that AI tools can accurately perform key tasks in oncology. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting could become integral for physicians. This study seeks to assess exposure to AI in medical education among trainees interested in pursuing a career in oncology, and the need for AI education in medicine. Methods: A 32 question survey for Canadian undergraduate medical students was distributed to students at all 17 Canadian medical schools. The survey assessed the currently available and perceived need for learning opportunities about AI and barriers to educating about AI in medicine. Interviews were conducted with participants to provide narrative context to survey responses. Likert scale (LS) survey questions were scored from 1 (disagree) to 5 (agree), and analyzed using a two-sided one sample t-test vs a neutral value. Interview transcripts were analyzed using qualitative thematic analysis. Results are described as mean LS score ± standard deviation. Results: We received 486 responses from 17 of 17 medical schools. Of these respondents, 98 (20.2%) are willing to pursue a residency in an oncology-related field (pathology, radiology, general surgery, internal medicine, radiation oncology). Respondents agreed that AI applications in medicine would become common in the future (3.80±0.38) and would improve medicine (3.71±0.54). Further, respondents agreed that they would need to use and understand AI during their medical careers (3.76±0.572; 3.43±0.773), and that AI should be formally taught in medical education (3.43±0.756). In contrast, a significant number of participants indicated that they did not have any formal educational opportunities about AI (1.76±0.785) and that AI-related learning opportunities were inadequate (2.12±0.802). Interviews with 18 students were conducted. Emerging themes from the interviews were a lack of formal education opportunities and logistical challenges in adding AI to curriculum. Conclusions: A lack of educational opportunities about AI in medicine were identified across Canadian medical students. Given that medical students overwhelmingly believe that AI is important to the future of medicine, and AI tools are currently progressing towards clinical implementation, AI should be considered for inclusion in formal medical curriculum.