RESUMEN
Background: Artificial intelligence (AI) is reforming healthcare, particularly in respiratory medicine and critical care, by utilizing big and synthetic data to improve diagnostic accuracy and therapeutic benefits. This survey aimed to evaluate the knowledge, perceptions, and practices of respiratory therapists (RTs) regarding AI to effectively incorporate these technologies into the clinical practice. Methods: The study approved by the institutional review board, aimed at the RTs working in the Kingdom of Saudi Arabia. The validated questionnaire collected reflective insights from 448 RTs in Saudi Arabia. Descriptive statistics, thematic analysis, Fisher's exact test, and chi-square test were used to evaluate the significance of the data. Results: The survey revealed a nearly equal distribution of genders (51% female, 49% male). Most respondents were in the 20-25 age group (54%), held bachelor's degrees (69%), and had 0-5 years of experience (73%). While 28% had some knowledge of AI, only 8.5% had practical experience. Significant gender disparities in AI knowledge were noted (p < 0.001). Key findings included 59% advocating for basics of AI in the curriculum, 51% believing AI would play a vital role in respiratory care, and 41% calling for specialized AI personnel. Major challenges identified included knowledge deficiencies (23%), skill enhancement (23%), and limited access to training (17%). Conclusion: In conclusion, this study highlights differences in the levels of knowledge and perceptions regarding AI among respiratory care professionals, underlining its recognized significance and futuristic awareness in the field. Tailored education and strategic planning are crucial for enhancing the quality of respiratory care, with the integration of AI. Addressing these gaps is essential for utilizing the full potential of AI in advancing respiratory care practices.
RESUMEN
Simulation-based pedagogy has become an essential aspect of healthcare education. However, there is a significant gap in the literature regarding the application of simulation-based modalities in respiratory care education. This review aims to address this gap by providing insight into the theory and current uses of simulation, its effectiveness in respiratory care education, and strategies to enhance faculty development. The study utilizes a narrative synthesis approach to review relevant literature and provide a comprehensive understanding of the topic. The research involved comprehensive searches of electronic databases, including PubMed and Google Scholar, to identify relevant literature, encompassing original articles, reviews, and other pertinent content, focusing on simulation-based teaching and learning in respiratory care education published between 1990 and 2022. Findings suggest that simulation-based education is an effective tool for improving respiratory care education and can enhance the clinical skills of learners. The study concludes by discussing the future of simulation in respiratory care education and the potential benefits it may offer.