AI Integration in Undergraduate Medical Education: Qualitative Study of Faculty Perspectives in the United Arab Emirates.

BACKGROUND

AI is transforming health care, creating an imperative to integrate AI into medical education. While student perspectives are well-studied, faculty views, particularly in non-Western contexts, remain underexplored.

OBJECTIVE

This qualitative study explores the perspectives of 10 medical faculty members from 2 institutions in the United Arab Emirates on integrating AI into undergraduate medical education.

METHODS

This multi-institutional qualitative study used purposive and reflexive sampling to recruit faculty from both public and private medical universities in the United Arab Emirates. Semistructured interviews were conducted with 10 faculty members involved in curriculum design, teaching, or assessment. Data collection followed COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines. Data were analyzed using a mixed inductive-deductive approach guided by the thematic analysis framework of Braun and Clarke. Findings were interpreted using the FACETS (Form, AI Use Case, Context, Education, Technology, and SAMR: Substitution, Augmentation, Modification, Redefinition) framework, which supported a structured examination of AI integration across different dimensions of teaching and learning.

RESULTS

Faculty primarily used generative AI tools, such as ChatGPT, for content creation, assessment development, and teaching support, reflecting a preference for accessible and general-purpose technologies. AI was mainly used to enhance teaching efficiency and support student learning, including personalized study planning and practice activities. Its application extended across preclinical and clinical contexts, with strong emphasis on adapting content to local cultural and ethical norms. While AI was perceived to improve efficiency and alignment between teaching and assessment, concerns were raised regarding equity, overreliance, and variability in student use. Overall, adoption remained focused on enhancing existing practices, with limited transformative use but recognition of future potential for more advanced applications.

CONCLUSIONS

The UAE medical faculty demonstrate cautious optimism toward AI integration, recognizing its potential to enhance educational efficiency and personalization while emphasizing the critical importance of cultural contextualization. Current implementation remains at early adoption stages, focused on enhancement rather than transformation. Successful integration requires faculty development, context-sensitive policies, and equitable implementation strategies that address both technological and sociocultural dimensions of AI adoption in medical education.