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AI Integration in Spanish Undergraduate Medical Education: National Cross-Sectional Study
Ana Enériz Janeiro1, Karina Pitombeira Pereira1, Julio Mayol2,3,4,5
1IDARA Research Group, Galicia Sur Research Institute (IIS Galicia Sur), Vigo, Spain.
JMIR Medical Education
|June 8, 2026
Summary
Artificial intelligence (AI) training is inconsistently integrated into Spanish medical schools, with most courses being elective and significant regional disparities existing. This highlights a need for standardized AI education to ensure all future physicians gain essential AI literacy.
Area of Science:
- Medical Education
- Artificial Intelligence in Healthcare
- Curriculum Development
Background:
- Artificial intelligence (AI) is increasingly vital in clinical practice, necessitating new competencies for future physicians.
- International bodies advocate for structured AI training within medical curricula.
- Spain lacked a systematic national evaluation of AI integration in medical education prior to this study.
Purpose of the Study:
- To assess the presence, type, and features of AI training in all Spanish universities offering medical degrees.
- To identify differences in AI training based on institutional ownership and geographic region.
Main Methods:
- A cross-sectional study analyzed curricula from all 52 Spanish universities offering medical degrees (2025-2026 academic year).
- Two independent researchers reviewed and classified courses as specific AI, AI-similar, or not AI-related.
- Data on institutional ownership, region, and course characteristics were collected and analyzed descriptively.
Main Results:
- Only 30.8% of universities incorporated AI training (19.2% specific AI courses, 11.5% AI-similar courses).
- AI training rates were similar in public and private institutions.
- Significant regional disparities were found, with some regions having no AI-related training, and most AI courses were elective with low credit allocation.
Conclusions:
- Spanish undergraduate medical education shows heterogeneous AI integration, characterized by low course weight and elective status.
- Striking interregional inequities in AI training access were observed.
- Findings underscore the need for curriculum reform, standardized competency standards, and systematic monitoring to ensure equitable AI literacy for future physicians in Spain.
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