During the second semester of my first year in medical school, I had the opportunity to meet with Dr. Scott Adams, a distinguished figure in the intersection of artificial intelligence and medicine, holding both an MD and a PhD. Our discussion centered around potential research projects, and it became evident that I was still navigating my way through the various specialties available in the medical field. In light of this uncertainty, I expressed my desire to engage in research that was not only broad but also applicable across multiple disciplines.

Dr. Adams, who was co-leading the University of Saskatchewan’s AI Working Group, encouraged me to join the team to represent the perspective of a medical student. This group was dedicated to exploring the implications of artificial intelligence within healthcare, a topic that has rapidly gained traction yet continues to evolve. One of the significant themes that emerged during our meetings was the necessity for medical students—akin to students in many other fields—to grasp the applications of AI, as well as the ethical considerations that accompany its implementation.

However, given the dynamic nature of AI, there were considerable challenges in deciding which elements should be incorporated into the medical curriculum. This situation prompted us to refine my research focus. We concluded that my project would investigate the curricula of other educational institutions involved in teaching health professions. By doing so, we aimed to identify common themes and educational practices that could enhance not only our curriculum at the University of Saskatchewan but also serve as a valuable resource for other institutions striving to stay current with the advancements in AI.