Leeynesh emphasises the importance of bridging the gap between medical students' theoretical knowledge of AI and its practical application in healthcare.
Artificial intelligence (AI) is rapidly transforming healthcare, emerging as a powerful ally in many aspects from research to diagnosis, treatment planning and even patient care. While recent studies in Malaysia indicate that medical students have a high level of awareness regarding the crucial role that AI plays in healthcare, many were not confident about possessing the necessary knowledge to work with AI upon graduation.
Dr Leeynesh Sooriyapiragasam, clinical lecturer at Newcastle University Medicine Malaysia (NUMed), acknowledged this: “What the healthcare sector truly needs are not just doctors who can operate AI tools, but professionals who understand the limitations of these tools, the ethical questions they raise and how to work hand in hand with data scientists. Right now, there is still a visible gap between what students know in theory and what they can do in practice.”
This gap between awareness and preparedness has reinforced the university’s commitment to nurturing an educational environment where future healthcare professionals become active participants in shaping the rise of AI.
Much more than just investing in the latest software, AI-readiness in healthcare involves changing how medical professionals think and work together with AI. For that to happen, it is essential to start early.
“Medical training needs to go beyond theory, giving students hands-on skills in interpreting AI outputs, recognising potential biases and applying AI insights wisely in real clinical decisions. Just as important is interprofessional education where medical students, data scientists and engineers can learn together to make AI truly effective,” said Leeynesh.
At NUMed, AI is introduced via multiple avenues, including a virtual medical learning environment (MLE) platform, digital health modules and evidence-based medicine teaching that incorporates data analytics. Students are encouraged to critically appraise AI-driven research and reflect on ethical challenges. Some develop an interest in machine learning in medicine and pursue further learning on the topic during electives.
“The university’s edge lies in our integrated approach that blends technical literacy with medical professionalism. By grounding students in both skills and ethics, we ensure they become responsible adopters of AI.
“Our goal is to make sure they graduate as confident, responsible healthcare professionals who can lead with AI and not just follow it,” Dr Leeynesh added.
Additionally, students at NUMed have the opportunity to engage in research projects that apply AI to clinical datasets. They can also participate in collaborative initiatives with hospitals and tap into Newcastle University’s extensive research network in the UK. During their electives in the UK, some students also get involved in quality improvement projects in healthcare that incorporate AI.
Furthermore, in Malaysia, a growing number of healthcare tech companies are offering internships to medical students. These experiences with digital health start-ups allow students to gain practical insights, become familiar with AI tools and better prepare themselves for the future.
In the next decade, AI will evolve from supportive tools to collaborative partners in healthcare. To thrive, healthcare professionals will require digital literacy, critical appraisal skills, ethical awareness and adaptability.
Discover how NUMed can help you to embrace AI as a healthcare professional. Visit http://www.newcastle.edu.my, email admissions@newcastle.edu.my, call 07-555 3800, or WhatsApp 011-1231 5411/012-784 9456 to find out more.
