Abstract:

Objective　To analyze the group differences in medical students' application literacy of artificial intelligence (AI), put forward targeted medical AI education and training strategies based on the survey results, and demonstrate the feasibility and application value of massive open online course (MOOC) in the implementation of medical AI education.Methods　A cross-sectional survey was conducted among 527 medical-related majors in Renmin Hospital of Wuhan University. Their AI application literacy was evaluated based on the three-dimensional "cognition-application-attitude" model, and group comparison analysis was carried out.Results　Significant group differentiation was observed in medical students' AI application literacy: "Pioneers" (16.50%) had high cognition, high application level and positive attitude; "Contemplators" (41.70%) had relatively high cognitive level but weak application ability, with core obstacles being confusion about responsibility definition (89.50%) and skill deficiency (85.20%); "Bystanders" (41.80%) showed low cognition, low application and ambiguous attitude. Different groups had differentiated demands for medical AI education, and MOOC had significant advantages over traditional offline teaching in terms of group coverage and learning flexibility.Conclusion　Obvious stratification exists in medical students' AI application literacy, so a hierarchical and categorized medical AI education system needs to be constructed. MOOC is an optimal carrier for the efficient implementation of this education system, which can provide a feasible path for improving medical students' AI comprehensive abilities.