Artificial intelligence (AI) is transforming health care, offering new ways to enhance patient care and streamline clinical workflows. However, many health care professionals (HCPs) lack adequate training to effectively integrate these tools into their practice. A recent study from The Institute for Education Research at UHN explored gaps in AI education and proposed key strategies for improvement.
To better understand these challenges, researchers conducted 17 in-depth interviews with educators and learners in AI programs designed for HCPs. The findings highlighted three key areas needing improvement:
First, educators emphasized the need for ongoing AI education to help HCPs build knowledge and adapt to this rapidly evolving field. Second, HCPs preferred active learning approaches that allowed them to apply their learning to real-world scenarios through case studies, group-based learning, and discussions. And third, educators noted that curriculum design should be multidisciplinary and include diverse groups of learners and educators to ensure training aligns with industry demands and HCP needs.
Based on these insights, the researchers proposed several recommendations for health care leaders and medical education experts to guide the integration of AI into existing education:
● Implementing a structured, staged approach to AI education, starting with foundational knowledge and lifelong learning.
● Prioritizing interprofessional training to foster a collaborative, team-based approach to providing optimal care.
● Integrating equity, diversity, and inclusion principles to ensure the safe and responsible use of AI tools while preventing biases in care.
● Using clinical data to continuously assess learning needs and improve practice.
● Establishing organizational policies to support the ethical use of AI-related data for training, ensuring learners gain exposure to real-life scenarios.
As AI becomes more embedded in health care, ensuring HCPs are well-equipped is crucial. Rethinking AI education can foster a workforce that confidently and responsibly integrates AI, improving patient outcomes and advancing the future of medicine.
Tharshini Jeyakumar is the first author of the study and a PhD student at the University of Toronto.
Dr. David Wiljer is the senior author of the study, an Educational Investigator at The Institute for Education Research at UHN, and a Scientist at the Wilson Centre. Dr. Wiljer is also a Professor in the Department of Psychiatry in the Temerty Faculty of Medicine and the Institute of Health Policy Management and Evaluation at the University of Toronto.
This work was supported by UHN Foundation, the Future Skills Centre, and the Vector Institute.
Jeyakumar T, Balakumar S, Younus S, Clare M, Charow R, Al-Mouaswas D, Dhalla A, Gillan C, Jardine J, Akinli Kocak S, Mattson J, Salhia M, Tavares W, Zhang M, Wiljer D. Learning to Teach AI: Understanding the Needs of Healthcare Professionals. Stud Health Technol Inform. 2025 Feb 18. doi: 10.3233/SHTI250013.