Artificial intelligence use in Health Sciences Education in  Morocco:  perception of Educators from selected tertiary  health institutions:

Nadia Hachoumi; Mohamed Eddabbah; Ahmed Rhassane  El Adib

doi:10.46829/hsijournal.2026.7.9.1.1531-1539

Nadia Hachoumi Biosciences and health, Faculty of Medicine and Pharmacy of Marrakesh, Cadi Ayyad University, Marrakesh, Morocco; Higher Institute of Nursing Professions and Health Techniques, Marrakesh, Morocco; Cadi Ayyad University, UCA,Higher School of Technology of Essaouira, LaRTID Laboratory, Marrakech, Morocco
Mohamed Eddabbah Cadi Ayyad University, UCA, Higher School of Technology of Essaouira, LaRTID Laboratory, Marrakech, Morocco
Ahmed Rhassane El Adib Biosciences and health, Faculty of Medicine and Pharmacy of Marrakesh, Cadi Ayyad University, Marrakesh, Morocco; Simulation and Innovation in Health Sciences Center, Faculty of Medicine and Pharmacy of Marrakesh, Cadi Ayyad University, Marrakesh, Morocco; Mohammed VI University of Health Sciences (UM6SS), Mohammed VI Foundation for Health Sciences (FM6SS) Morocco

DOI: https://doi.org/10.46829/hsijournal.2026.7.9.1.1531-1539

Keywords: Artificial intelligence, educational implications, health sciences, educators, perceptions

Abstract

Background: This study explores how health science educators perceive Artificial Intelligence (AI) in the teaching/learning process, specifically looking at their opinions, concerns, and hopes for how it can help students learn better.
Methods: This cross-sectional study occurred in the Marrakech-Safi region of Morocco. A structured, validated questionnaire with 24 questions was used to gather numerical data from n=192 educators at the Faculty of Medicine and Pharmacy, as well as the Higher Institute of Nursing and Health Techniques. The scale reliability was acceptable with a Cronbach's alpha of 0.707.
Results: 50 educators responded to the questionnaire. Descriptive statistics show that while a vast majority (96.0\%) believe AI can improve learning conditions, a high percentage (90.0\%) have never used AI in their teaching practices. A significant positive correlation (rs ≈55) was found between the belief that 'AI will assist me in decision-making' and 'AI will aid in the remediation stage' (p = 0.000412).
Conclusion: Based on the study's results, it is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education. Addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.