Background and Aims: This systematic review examined healthcare students' attitudes, knowledge, and skill in Artificial Intelligence (AI).Methods: On August 3, 2022, studies were retrieved from the PubMed, Embase, Scopus, and Web of Science databases. Preferred Reporting Items for Systematic Reviews and Meta-Analyses recommendations were followed. We included crosssectional studies that examined healthcare students' knowledge, attitudes, skills, and perceptions of AI in this review. Using the eligibility requirements as a guide, titles and abstracts were screened. Complete texts were then retrieved and independently reviewed per the eligibility requirements. To collect data, a standardized form was used.Results: Of the 38 included studies, 29 (76%) of healthcare students had a positive and promising attitude towards AI in the clinical profession and its use in he future; however, in nine of the studies (24%), students considered AI a threat to healthcare fields and had a negative attitude towards it. Furthermore, 26 studies evaluated the knowledge of healthcare students about AI. Among these, 18 studies evaluated the level of student knowledge as low (50%). On the other hand, in six of the studies, students' high knowledge of AI was reported, and two of the studies reported average student general knowledge (almost 50%). Of the six studies, four (67%) of the students had very low skills, so they stated that they had never worked with AI. Conclusion:Evidence from this review shows that healthcare students had a positive and promising attitude towards AI in medicine; however, most students had low knowledge and limited skills in working with AI. Face-to-face instruction, training manuals, and detailed instructions are therefore crucial for implementing and comprehending how AI technology works and raising students' knowledge of the advantages of AI.

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This study aims to identify the type and number of errors in the Iranian Electronic Health Record System (SEPAS) in hospitals affiliated with Mashhad University of Medical Sciences (MUMS). A cross-sectional analytical study was conducted to specify the errors done by SEPAS in the first half of 2019, based on the type and number of errors in 26 hospitals affiliated with MUMS that were connected to the SEPAS system. SEPAS system errors were classified into four categories: identity errors, clinical errors, administrative-financial and technical errors. The most important errors that occurred in the SEPAS system included non-authentication errors in Hospital Information System (HIS), non-service records, and invalid national code, respectively. Therefore, hospital administrators and information system developers must make an effort to prevent such errors.

Studies have shown that training is effective in the prevention of obesity and overweight. The purpose of this study was to investigate the effect of nutrition training on improving the nutritional knowledge of students. This study was conducted with a before-after study design on 35 students in 2019. A questionnaire was used to collect the required data and participants utilized a mobile application (app) to increase their nutrition knowledge. Implementation of this app had a positive effect on increasing all 3 types of nutritional knowledge. The results showed that the use of the app improved nutritional knowledge of the study population.

Background and Aims The success of every new technology depends on numerous factors, including specialists' knowledge and perceptions of the concept, acquired attitude skills, and work environments. This systematic review aimed to examine medical students' knowledge, attitudes, and perceptions of telemedicine. Methods Studies were obtained from the PubMed, Embase, Scopus, and Web of Science databases on June 9, 2022. We followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines. Cross‐sectional studies that examined medical students' knowledge, attitude, and perceptions of telemedicine approaches were considered inclusion criteria. Titles and abstracts were independently screened based on eligibility criteria. Articles that did not meet the inclusion criteria were excluded from this review. After that, the complete texts were retrieved and screened by two separate researchers based on the eligibility criteria. Disputes were resolved by discussion. The same checklist was used for data extraction. To assess the quality of the studies entering this study, the Joanna Briggs Institute Critical Appraisal Checklist for analytical cross‐sectional studies was used. Results In total, 10 eligible articles were found through this review. The sample size of the studies ranged from 60 to 3312 participants, or 6172 participants on the whole. The medical students' attitudes toward telemedicine were evaluated in eight included studies. Many of these studies (seven cases) reported positive and promising perspectives on telemedicine. However, in one study, participants revealed moderate attitudes toward online health information and online health experience sharing ( p < 0.05). Students' knowledge of the telemedicine approach was evaluated in eight included studies. Many of these studies (five cases) reported that students possessed an extensively poor knowledge of telemedicine's uses. In three other studies, two reported moderate and one disclosed desirable levels of students' knowledge. All the included studies attributed medical students' poor knowledge to the lack of, and thus failure of, educational courses in this field. Conclusion The evidence obtained from this review reveals that medical students possess positive and promising attitudes toward telemedicine technology for education, treatment, and care. However, their knowledge levels were extremely insufficient, and many had not passed any educational courses in this respect. Such results can foreground the health and education policymakers' obligations for planning, training, and empowering digital health and telemedicine literacy among medical students as the primary players in social health.