Kara, Ali Veysel; Harmancı, Hatice; Yılmaz, Yusuf

Background: Artificial intelligence (AI) is increasingly influencing medical education and clinical practice. Understanding medical students’ awareness, attitudes, and usage patterns of AI is essential for guiding curriculum development and ensuring responsible integration into undergraduate medical training. Methods: A nationwide cross-sectional survey was conducted between November and December 2025 among undergraduate medical students in Türkiye. A structured questionnaire assessed demographic characteristics, AI awareness and frequency of use, educational and clinical applications, attitudes toward AI, ethical concerns, and future educational expectations. A composite AI Attitude Score was calculated using three Likert-scale items, and internal consistency was evaluated using Cronbach’s alpha. Descriptive and inferential statistical analyses were performed. Results: A total of 1,346 medical students were included. Overall, 81.1% reported awareness of AI applications in medicine. AI tools were predominantly used for educational purposes (73.3%), whereas clinical or simulation-based use was limited (11.6%). The mean composite AI Attitude Score was 3.41 ± 0.61, indicating moderately positive perceptions (Cronbach’s alpha = 0.71). Ethical concerns were reported by 67.4% of participants. A majority (79.1%) expressed interest in receiving formal AI-related education. No significant differences were observed between preclinical and clinical students in overall attitudes or educational demand; however, clinical students reported significantly greater use of AI in clinical contexts (p < 0.001). Conclusion: Medical students demonstrate high awareness and generally positive attitudes toward AI; however, clinical integration remains limited and ethical concerns are prevalent. These findings underscore the need for structured, ethically grounded AI education within undergraduate medical curricula. Findings should be interpreted with consideration of potential self-selection bias due to voluntary online participitation.

Gürsoy, Ersan; Gökmen, Derya; Hayme, Serhat; Eroğlu, Şafak; Nas, Mehmet Akif

Background: The objective of this study was to assess the accuracy and consistency of the University of the West England Interprofessional Questionnaire (UWE-IP) in Turkish health education settings. The aim was to evaluate its efficacy in gauging interprofessional attitudes among students from diverse healthcare fields. Methods: A cross-sectional study was conducted with 391 students from medical, nursing, and home care technician programs who participated in clinical internships. The UWE-IP was utilized to evaluate the psychometric properties of the scale, utilising exploratory factor analysis (EFA) to establish the internal structure and reliability. Results: The original four-factor structure of the UWE-IP scale was refined to a three-factor model, encompassing ‘communication and teamwork,’ ‘interprofessional learning,’ and a combined ‘interprofessional interaction and relationships’ factor. This revised structure demonstrated sound reliability and validity y, with a Cronbach’s alpha of 0.80. The factor loadings varied between 0.044 and 0.746, demonstrating a strong level of support for the scale’s reliability in assessing interprofessional attitudes in the Turkish setting. Conclusions: The study affirms the validity and reliability of the UWE-IP scale for implementation in Turkish health education, highlighting its significance in assessing and improving interprofessional education. The cultural adaptation of the scale represents an important step forward in evaluating multidisciplinary training results, thereby contributing to improved healthcare services and patient outcomes in Turkey.

Gürsoy, Ersan; Vatansever, Mehmet

Background: Although qualitative research is vital to healthcare, it remains underused in medical academia.This study therefore aims to examine in depth the perceptions of medical faculty academics without prior experience in conducting qualitative research, the challenges they face, and the potential contributions of these methods to health research. Methods: The research is based on a descriptive qualitative study conducted with twelve faculty members specialising in various medical disciplines in three different provinces in Türkiye. Participants were selected using a combination of purposive and snowball sampling methods to ensure a diverse and relevant sample. Face-to-face and Zoom interviews were carried out using structured interview techniques, and data collection continued until data saturation was achieved. The interview data were audio-recorded, transcribed, and analysed using the thematic analysis method. The study followed the “Consolidated Criteria for Reporting Qualitative Research” (COREQ) checklist to ensure comprehensive reporting of the qualitative research process. Results: Academics acknowledge the significant value of qualitative research in the field of health; however, they are unable to use these methods effectively due to problems such as a lack of practical experience, limited institutional support, and inadequate training programs.Participants also pointed out that they required targeted mentoring and hands-on training to address these issues. Some participants expressed concerns about the time-intensive nature of qualitative studies, which often conflicts with their existing professional responsibilities. Others emphasised the lack of recognition and incentives for qualitative research within institutional policies, further discouraging engagement. Despite these barriers, several participants also highlighted the complementary nature of qualitative and quantitative methods, particularly in addressing complex health problems. Conclusions: Integrating qualitative methodologies into medical faculties can support a deeper understanding of complex health problems. Our findings highlight the need for enhanced hands-on training and stronger institutional support to enable inexperienced academics to engage more effectively with qualitative research.