Artificial Intelligence (AI) is defined as "the branch of computer science and engineering whose primary purpose is to produce intelligent machines capable of computing comprehension and performing tasks that require human intelligence." The use of artificial intelligence has grown exponentially in our daily lives. So today, artificial intelligence is no longer a futuristic concept. In this regard, artificial intelligence is increasingly being integrated into health care. The recent increase in interest in educating health care students about artificial intelligence reflects the growing integration of artificial intelligence applications in education, research, and clinical care. As the field of artificial intelligence in healthcare accelerates, so does the need for awareness-raising along with artificial intelligence-based training for physicians and medical and paramedical students. Recent studies have explicitly emphasized the importance of equipping current and future clinical staff with the skills needed to work with new digital tools, including those that underpin artificial intelligence. However, Iranian medical and paramedical colleges are not currently required to include these trainings in the designated curriculum. Evidence shows that some UK medical schools offer limited training opportunities in healthcare artificial intelligence. However, the true prevalence of such training and the level of artificial intelligence literacy among the British medical student population remain unknown. In addition, their understanding of
AI as a group will be useful to engage medical and paramedical students effectively, as previous studies have shown that
AI has a negative impact on job choice. Therefore, examining the general attitudes and current knowledge of health care students may be a powerful approach to highlight the areas needed for curriculum policymakers with regard to artificial intelligence training. Because attitudes toward artificial intelligence focus primarily on physicians, there is a need to evaluate students' perspectives on other health care disciplines, including paramedical sciences, to inform future curriculum development. In addition, preliminary studies by researchers have shown that no study has been conducted to investigate the attitudes of medical and paramedical students in Iran. Therefore, in this study, gaps in the knowledge of health care students regarding artificial intelligence, differences in knowledge and views of students in different paramedical disciplines about artificial intelligence were investigated and identified.