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Rae, Katrina and Daramola, Olukayode (2025) Perspective of Veterinary Students on Use of Artificial Intelligence in Veterinary Education and Practice. [DataSet]
Description
The integration of Artificial Intelligence (AI) into healthcare has accelerated globally, yet its implications in veterinary education and clinical training remain underexplored. This study investigates the awareness, attitudes, and advocacy tendencies of veterinary students toward AI, aiming to identify key predictors of support for AI integration into veterinary curricula and practice.
A structured questionnaire comprising 37 items was administered to 76 veterinary students across various academic levels. The survey collected quantitative and qualitative responses on AI familiarity, usage, perceived importance, trust, ethical concerns, and advocacy readiness. Demographically, the majority of respondents were aged 20–23 and enrolled in their third year of study.
Results indicate a moderately high level of AI familiarity, with 65% of students having prior experience using AI-based technologies, albeit not necessarily in veterinary contexts. Importantly, 41% of respondents expressed willingness to advocate for AI’s incorporation into veterinary education. The perceived importance of AI was overwhelmingly positive: 86% of participants viewed AI as somewhat or very important for both teaching and clinical applications. However, ethical concerns—particularly around depersonalization, data privacy, and professional displacement—tempered this optimism.
Using cross-tabulation and logistic regression modeling, the study found that trust in AI reliability, perceived importance in practice, and preparedness to engage with AI were the strongest predictors of advocacy. A Random Forest model validated these findings with a prediction accuracy of 78.3%. Interaction effects between trust and preparedness further influenced advocacy, though their standalone impact was limited.
Text mining and topic modeling of open-ended responses identified five core themes: (1) personalized learning tools, (2) simulation-based training, (3) diagnostic and clinical decision-making aids, (4) data privacy concerns, and (5) cost and accessibility barriers. Thematic clustering showed that the majority of respondents aligned with a profile supportive of AI in education, while a smaller segment expressed skepticism or neutrality.
This study provides evidence that veterinary students are largely receptive to the adoption of AI, particularly when trust, exposure, and preparedness are addressed. As veterinary curricula evolve, integrating hands-on AI tools and ethical frameworks can bridge the current gap between interest and advocacy. The results underscore the necessity of a balanced educational approach that fosters technological confidence while critically addressing concerns surrounding AI use in animal care.
| Research / Data Type: | Collection - various types |
|---|---|
| Depositing User: | Christopher Waddington |
| Date Deposited: | 20 May 2025 15:05 |
| Revision: | 14 |
| URI: | https://uclandata.uclan.ac.uk/id/eprint/596 |
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