Background/Objectives: Artificial intelligence (AI) is rapidly reshaping healthcare, offering transformative potential for diagnostics, treatment, and patient management. Despite its growing significance, there is limited integration of AI education in medical curricula, raising concerns about the readiness of future healthcare professionals to utilize AI technologies. This study aims to evaluate the readiness of medical students in Saudi Arabia to embrace AI and to assess the current state of AI education, AI Application use, and future perspectives for medical students. Methods: a cross-sectional design was employed. It involved medical students from various regions of Saudi Arabia. Data were collected using an anonymous, online, structured, and validated tool from previous studies. The survey included sociodemographic information, details on AI education, the usage of AI applications, intended specialties, and a Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS). The data were extracted and revised in an Excel sheet. Statistical analysis was conducted using the IBM SPSS computer program with appropriate statistical tests. Results: This study enrolled 572 medical students, with a mean age of 21.93 years. Most students were Saudi (99.0%), and 43.7% lived in the western region of Saudi Arabia. Most students attended a government medical college (97.41%), and 64.3% of students were in their clinical years. Only 14.5% of the students had received formal AI education, while 34.3% had participated in extracurricular AI training. The mean (SD) MAIRS-MS score was 68.39 (18.3), with higher scores associated with female students, those from the central region, and those with advanced English and computer technology skills (p < 0.001). Conclusions: there is limited AI education and moderate AI readiness among medical students in Saudi colleges, with significant variability in terms of gender, region, and educational background. These findings underscore the need to integrate AI education into medical curricula to better prepare future physicians for AI-enabled healthcare systems.

Globally, mental disorders have become a significant burden, affecting a substantial number of individuals. Accessing mental health services is crucial for effective treatment and improving outcomes. However, significant barriers to seeking health services can impede access and contribute to the treatment gap. This systematic review aims to identify and analyze the perceived barriers to seeking mental health services in Saudi Arabia. A comprehensive search was conducted among four databases (PubMed, Web of Science, ProQuest, and Science Direct) to identify relevant studies published between 2018 and 2023. Studies that investigated barriers that could prevent psychiatric patients from seeking mental health services in Saudi Arabia were included. Data extraction and synthesis were performed to identify common themes and barriers. The review included a total of six studies that examined barriers to seeking mental health services in Saudi Arabia. The identified barriers encompassed a range of factors, including stigma, lack of awareness, concerns about confidentiality, limited availability of services, negative attitudes toward professional help, and cultural and religious beliefs. The lack of knowledge, as well as the negative attitude toward mental health care, was a perceived barrier to help-seeking in most studies. Furthermore, stigma was consistently reported as a predominant barrier, preventing individuals from seeking mental health care. This systematic review highlights the barriers to seeking mental health services in Saudi Arabia. Addressing these barriers is essential for improving access to mental healthcare and reducing the treatment gap. Strategies should focus on destigmatization efforts, increasing awareness, ensuring confidentiality and privacy, providing culturally appropriate care, and addressing structural limitations. By implementing these strategies, healthcare systems can improve access to mental health care and the overall well-being of individuals experiencing mental disorders in Saudi Arabia.

Background Voice disorders (VD) pose significant challenges for teachers as they impact their professional and personal lives. Teaching requires extensive use of the voice, making teachers particularly susceptible to vocal health issues. VD can hinder the quality of education. Objectives This study aimed to comprehensively explore the prevalence, associated factors, and impact of VD among teachers and their health-seeking behavior regarding VD. Methodology A cross-sectional observational study was conducted in Taif City, Kingdom of Saudi Arabia (KSA), between November and December 2023. The data were collected through a questionnaire covering demographic variables, occupational factors, voice-related symptoms, associated health conditions, and the impact of VD. The statistical analysis was performed using SPSS Statistics version 26 (IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.), and chi-squared tests were used to assess associations. Results The study involved 568 teachers, 61.8% of whom had VD. The study identified significant associations between VD and demographic characteristics, habits, and teaching-related variables. Age, gender, teaching subject, class size, and weekly teaching load were associated with the prevalence of VD. Hoarseness, throat pain, and throat dryness were prevalent symptoms among teachers with VD. The impact of VD on teachers was evident, with a considerable proportion reporting work absenteeism (28.7%) and even contemplating retirement due to voice problems (6.3%). Conclusion This study offers a nuanced understanding of VD among teachers in the Taif region, emphasizing the complex interplay of demographic, symptomatic, and behavioral factors. The findings underscore the need for targeted interventions, including awareness campaigns, preventive strategies, and streamlined healthcare access, to address the unique challenges that different subgroups of teachers face. Future research should further explore longitudinal trajectories and objective measures to enhance our understanding of VD in educational settings.

Background: Burnout is a significant concern among medical students worldwide, impacting individual well-being and educational outcomes. This study aims to assess the prevalence and associated factors of burnout among medical undergraduate students. Methods: A cross-sectional study design was employed, utilizing online surveys primarily the Maslach Burnout Inventory (MBI). The study included 331 medical students. Data included demographic characteristics and university year, as well as burnout parameters (emotional exhaustion, depersonalization, and personal accomplishment). Results: The study revealed diverse demographic characteristics, with a majority of participants showed 20-22 age range (47.7%) and a predominant female gender representation (65.9%). Significant correlations were found between age and emotional exhaustion (r=0.120, p=0.029) and personal accomplishment (r=0.147, p=0.007), suggesting an increase in emotional exhaustion with age but a positive impact on personal accomplishment. Gender disparities were observed in emotional exhaustion, with females exhibiting a higher prevalence of moderate emotional exhaustion (42.7%) compared to males (39.8%, p=0.045). University year correlated significantly with emotional exhaustion (r=0.131, p=0.017) and personal accomplishment (r=0.161, p=0.003), indicating highe burnout levels and personal accomplishment as students progressed through their academic journey. Conclusion: This study provides valuable insights into the prevalence and correlates of burnout among medical students at Taif University. The identified associations with age, gender, and university year contribute to the understanding of burnout dynamics in this specific context. Tailored interventions, especially for first-year students and addressing gender disparities, are crucial for mitigating burnout and promoting the well-being of medical students in Saudi Arabia.