AI-enabled proactive health education: perceptions of public health students - a qualitative study

BACKGROUND: The aging of global populations and the increasing burden of non-communicable diseases have underscored the critical importance of Proactive Health strategies. Concurrently, artificial intelligence (AI) is transforming the landscape of medical education. Despite these parallel developments, the perspectives of students in public health and preventive medicine regarding AI-enabled Proactive Health education remain largely unexplored, representing a significant gap in the literature. METHODS: A descriptive qualitative study was conducted using semi-structured, in-depth interviews with 22 students enrolled in public health and preventive medicine programs. Participants were selected via purposive sampling, and the sample size was determined based on the principle of information saturation. Thematic analysis was employed to analyze the interview data. RESULTS: Analysis of the data revealed three primary themes: ambiguous conceptual understanding of Proactive Health among students, a stance of cautious optimism toward the integration of AI in Proactive Health education, a perceived misalignment between current medical education curricula and the competencies required for future practice. CONCLUSIONS: Proactive Health represents a vital direction for the evolution of public health. However, its effective integration into educational frameworks is currently impeded by conceptual vagueness and disciplinary ambiguities. AI holds substantial potential to empower and innovate Proactive Health education. There is an urgent need for curricular reform to equip future public health practitioners with the necessary core competencies. This study offers practical insights to inform the ongoing reform of education in public health and preventive medicine.