Awareness, attitudes, and utilization of artificial intelligence tools among dermatology residents and senior residents: A cross-sectional survey

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Artificial intelligence (AI) is transforming many areas of healthcare and medical education. In dermatology specifically, AI technologies are being investigated for several potential applications, including image analysis, diagnostic support, literature searches, academic writing, and educational purposes.^[1,2] The proliferation of large language models, such as ChatGPT, and other AI tools, is altering how trainee physicians learn.^[3] However, data describing the awareness and use of AI tools among dermatology residents in India are scarce.^[2,4,5] To assess the level of awareness, attitudes, and usage patterns of AI tools among dermatology residents and senior residents in Karnataka, India, we conducted an exploratory cross-sectional online survey between January and March 2026. The study was exempt from institutional ethics committee review, as it involved an anonymous, voluntary online survey of healthcare professionals and collected no identifiable personal or sensitive patient data. The survey was administered electronically using Google Forms, and electronic informed consent was obtained from all participants before completion of the survey. Invitations were distributed to approximately 100 dermatology residents and senior residents across Karnataka, of whom 55 completed the survey, yielding a response rate of 55%. The questionnaire included multiple-choice questions on participant demographics; awareness, frequency, and purpose of use of AI tools; perceived benefits and concerns; and opinions regarding the incorporation of AI training into residency programs. Duplicate responses were restricted through platform settings. Age was expressed as mean ± standard deviation (SD), whereas categorical variables were summarized as frequencies and percentages.

The study included 55 participants with a mean age of 29.32 ± 2.89 years. Most participants were female (n = 41, 74.5%), while 13 (23.6%) were male and 1 (1.8%) preferred not to disclose their gender. The majority were from government institutions (n = 42, 76.4%), with 13 (23.6%) from private institutions. Regarding year of training, 8 participants (14.5%) were first-year residents, 11 (20.0%) were second-year residents, 24 (43.6%) were third-year residents, and 12 (21.8%) were senior residents. All respondents (55, 100%) were familiar with artificial intelligence tools and had used AI tools at least once. ChatGPT was the most recognized platform, with 42 (76.3%) participants identifying it. Daily AI use was reported by 38 (69%) participants, indicating that AI has become integrated into routine academic activities. Respondents used AI for a variety of purposes. When asked to identify their single most common use, examination preparation (12, 21.8%) and academic writing (12, 21.8%) were the predominant responses, followed by literature search (10, 18.18%), presentation preparation (9, 16.3%), research assistance (6, 10.9%), differential diagnosis (5, 9%), and image interpretation (1, 1.8%). AI was perceived positively as an aid to learning dermatology, with 21 (38.2%) respondents agreeing and 10 (18.2%) strongly agreeing that AI enhances dermatology education. Furthermore, 25 respondents (45.5%) agreed, while 24 respondents (43.6%) strongly agreed, that AI helps save time during academic and clinical tasks. Participants had varied opinions regarding the reliability of AI-generated outputs, with 20 (36.4%) remaining neutral regarding reliability and 12 (21.8%) disagreeing that AI-generated outputs are consistently reliable. Most respondents believed that AI improves patient education, with 34 (61.8%) agreeing and 5 (9.1%) strongly agreeing. There was strong support for the inclusion of AI in medical training, as 31 respondents (56.4%) agreed and 8 (14.5%) strongly agreed with this statement. However, there were concerns, mainly regarding overdependence on AI, with 37 respondents (67.3%) identifying it as their primary concern. A majority of respondents agreed that the use of AI may raise ethical concerns [24 (43.6%) agreed; 1 (1.8%) strongly agreed]. A substantial proportion of respondents also agreed that AI may reduce critical thinking among clinicians, with 27 (49.1%) agreeing and 12 (21.8%) strongly agreeing [Figure 1].

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Figure 1: Composite figure illustrating participant characteristics, awareness, utilization, and attitudes toward artificial intelligence (AI) among dermatology residents and senior residents. Panel A demonstrates awareness of commonly used AI tools and is presented as percentages. Panel B illustrates the frequency of AI tool use among participants and is presented as the number of respondents (n). Panel C illustrates the main concerns regarding AI use perceived by participants and is presented as percentages. Panel D presents attitudes toward AI in dermatology training using Likert-scale responses and is presented as percentages. All percentages were calculated using n = 55.

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The limitations of our study include its small sample size and reliance on self-reported responses, which may limit generalizability. Nevertheless, the study provides preliminary insights into current AI awareness patterns among dermatology trainees. Our study demonstrates that, among the dermatology trainees surveyed, AI educational tools were commonly recognized and used as adjunctive educational aids for quick information retrieval, academic writing assistance, and examination preparation, similar to trends reported in recent studies evaluating AI adoption among healthcare professionals.^[1,2,3] The growing integration of AI into dermatology training signals a potential broader shift in medical education, where future clinicians may increasingly rely on AI-assisted learning and decision support. Further large-scale, multicenter studies are required to validate these preliminary findings, assess their generalizability, and guide the informed, ethical, and clinically responsible integration of AI into dermatology training.