Background: Artificial intelligence created a paradigm shift in healthcare, powered by increasing availability of healthcare data and rapid progress of analytical techniques. It revolutionized the process of diagnosis, treatment, monitoring patients and improving outcomes toward more accurate and personalized care. However, the status of current curriculum that support such technology in higher education remain unexamined. The study aimed at exploring the level of Artificial intelligence’s knowledge and awareness among Health Sciences students at University of Sharjah during 2023 to 2024. Method: The study employed a qualitative approach, utilizing semi-structured interviews to collect in-depth data. The questions were designed to cover five areas namely, (1) Artificial Intelligence technical terms like machine learning and deep learning, (2) ability of AI technology to improve individual patient care, (3) its impact on healthcare systems, (4) its impact on public health and (5) ethical consideration and the future of health care professional’s career. Results: Students demonstrated awareness of AI’s foundational concepts and its growing role in clinical practice. While they were optimistic about its applications, concerns around ethical implications and job security were observed. Conclusion: The Health Sciences students had a high understanding of AI and its potential implications for healthcare. A perceived willingness among students to learn about AI can be considered a positive sign to harness, and it is imperative to educate future healthcare professionals on AI integration in health services.

This study investigates the experiences, challenges, and opportunities presented by ChatGPT AI in health sciences education, focusing on self-directed learning among students and educators at the University of Sharjah, UAE. Utilizing a descriptive qualitative research design, the study engaged participants through semi-structured interviews to explore diverse perspectives on ChatGPT's application in health sciences education. Results indicate mixed reactions: while users appreciate ChatGPT for its efficiency in academic tasks, concerns were raised about its offline functionality, linguistic inclusivity, ethical considerations, and potential impact on learning integrity and skill acquisition. Non-users expressed apprehension towards dependency on AI, diminished learning engagement, and academic dishonesty. The study concludes that while ChatGPT offers significant benefits in terms of resourcefulness and efficiency, its integration into educational settings necessitates careful consideration of accessibility, ethical standards, and the maintenance of academic integrity. These findings underline the need for a balanced approach to adopting AI technologies in education, highlighting the importance of addressing both the opportunities and challenges they present to foster an enriching learning environment.