Artificial intelligence as a clinical tutor in telemedicine: Opportunities and challenges in medical education

Aim: To analyze key aspects of the application of AI as a clinical mentor in telemedicine-based medical education, and to assess the related opportunities, challenges, and attitudes of pediatric students.

Materials and Methods: A cross-sectional study was conducted to assess the level of digital competence of future pediatricians regarding telemedicine and AI. A total of 251 students from the Faculty of Pediatrics at Bogomolets National Medical University (BNMU) participated in the survey. Participants were aged 17 to 26 years, of whom 17.9% were male and 82.1% were female. The questionnaire included items on demographic characteristics, knowledge and use of telemedicine and AI tools, self-assessment of digital competence, and attitudes toward the integration of AI in healthcare. Data were analyzed using descriptive statistics and presented as relative frequencies (%).

Results: The study assessed digital competence and the use of AI among 251 future pediatricians regarding telemedicine-based medical education. Survey results indicated active engagement with AI tools in educational and professional tasks (63.7% positive responses), moderate confidence in integrated digital devices (55.0%), and cautious self-assessment of clinical decision support systems (53.4%). These findings informed the development and revision of courses at BNMU, enhancing students' practical skills and digital competence.

Conclusions: Future pediatricians actively engage with digital tools and AI, although confidence is higher in AI tasks than in integrated devices or clinical decision systems. The findings guided the development of updated courses to strengthen digital competence, practical skills, and critical evaluation of AI. Successful telemedicine implementation requires addressing data security, regulation, human-centred care, and digital inclusion to ensure safe, effective, and equitable healthcare.