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Background <p>Artificial intelligence (AI) is transforming healthcare, yet medical undergraduates often lack adequate AI training. This study systematically evaluated their readiness and anxiety toward AI.</p> Methods <p>We searched seven databases from the creation date of databases to July 2025. Studies using validated scales (MAIRS-MS or AIAS) to assess medical undergraduates’ AI readiness or anxiety were included. Subgroup analysis comparing AI readiness between clinical and dental students and nursing students (including midwifery) was performed.</p> Results <p>A total of 25 studies were included, of which 2 studies reported both MAIRS-MS scores and AIAS scores, and 1 study reported only MAIRS-MS and AIAS total scores without subdimension scores. The AI readiness analysis indicated a high level in the Ethics subdimension, but only moderate levels in the total score as well as the Cognition, Ability, and Vision subdimensions. For AI Anxiety, the Learning subdimension scored low, whereas the overall score and the Job replacement, Sociotechnical blindness, and AI configuration subdimensions scored moderate. Subgroup analysis showed that nursing students’ overall MAIRS-MS scores, as well as their scores in the Ability (<i>p</i> &lt; 0.001), Vision (<i>p</i> = 0.0486), and Ethics (<i>p</i> = 0.0134) subdimensions, were significantly higher than those of clinical and dental students. However, due to only 1 study investigating AI anxiety in clinical and dental students, subgroup comparisons for AIAS scores were not performed.</p> Conclusions <p>Medical undergraduates exhibit moderate AI readiness and anxiety overall, with nursing students showing significantly higher readiness than clinical and dental students.</p>

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Medical undergraduate students’ readiness and anxiety toward artificial intelligence: a systematic review and meta-analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月4日

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  • Jiani Luo,
  • Qiyun Peng,
  • Huiling Cao,
  • Wenxuan Li,
  • Shenglan Tan

摘要

Background

Artificial intelligence (AI) is transforming healthcare, yet medical undergraduates often lack adequate AI training. This study systematically evaluated their readiness and anxiety toward AI.

Methods

We searched seven databases from the creation date of databases to July 2025. Studies using validated scales (MAIRS-MS or AIAS) to assess medical undergraduates’ AI readiness or anxiety were included. Subgroup analysis comparing AI readiness between clinical and dental students and nursing students (including midwifery) was performed.

Results

A total of 25 studies were included, of which 2 studies reported both MAIRS-MS scores and AIAS scores, and 1 study reported only MAIRS-MS and AIAS total scores without subdimension scores. The AI readiness analysis indicated a high level in the Ethics subdimension, but only moderate levels in the total score as well as the Cognition, Ability, and Vision subdimensions. For AI Anxiety, the Learning subdimension scored low, whereas the overall score and the Job replacement, Sociotechnical blindness, and AI configuration subdimensions scored moderate. Subgroup analysis showed that nursing students’ overall MAIRS-MS scores, as well as their scores in the Ability (p < 0.001), Vision (p = 0.0486), and Ethics (p = 0.0134) subdimensions, were significantly higher than those of clinical and dental students. However, due to only 1 study investigating AI anxiety in clinical and dental students, subgroup comparisons for AIAS scores were not performed.

Conclusions

Medical undergraduates exhibit moderate AI readiness and anxiety overall, with nursing students showing significantly higher readiness than clinical and dental students.