人工智能在医学教育中的整合：越南的热点景观

A Landscape with HOT Dimensions in Viet Nam IMPLEMENTATION STUDYPublic Disclosure Authorized MAY 2026 Sang Minh Lê,Giang Bảo Kim ARTIFICIAL INTELLIGENCEINTEGRATIONIN MEDICAL EDUCATION: A LandscapewithHOTDimensions in Viet Nam Sang Minh LêandGiangBảo Kim Table of Contents AbbreviationsiiPART 1: INTRODUCTION11.1Background11.2Study objectives and methodological approach2PART 2:LANDSCAPE OF AI ADOPTION IN MEDICAL EDUCATION52.1Adoption of AI-powered tools in medical education52.2Adoption of AI-powered functions in medical education6PART 3:HOT FACTORS AFFECTING AI INTEGRATION IN MEDICAL EDUCATION 103.1Human factors103.2Organization factors133.3Technology factors16PART 4:CONCLUSION AND RECOMMENDATIONS184.1Conclusion184.2Recommendations18REFERENCE20 Artificial Intelligence Integration in Medical Education:A Landscape and HOT Dimensions in Viet Nam Sang Minh Lê1and Giang Bảo Kim2 1Senior Health Specialist, Health Nutrition and Population Global Practice, The WorldBankinViet Nam. 2Consultant,Health Nutrition and Population Global Practice, The World Bankin Viet Nam. Abstract:The studyadopted a mixed-methods approachto(i)describe the landscape ofArtificial Intelligence (AI)adoption in medical schools in Viet Nam; (ii)analyze criticalfactors affecting theintegrationof AI in medical education; (iii)propose key strategicactions areas to promote theintegration ofAI in medical education in Viet Nam.Overall,AI adoption among students and teachers is relatively high, with a large proportionreporting the use of AI-powered tools, particularly generative AI applications such aslearning assistants. However, the integration of AI remains largely informal, fragmented,andconcentrated in individual-level use cases rather than being systematicallyembedded into institutional teaching, clinical training, and educational managementsystems.The analysis of human factors reveals generally supportive attitudesfor AIadoption.Students and teachers demonstrate positive attitudes and recognize thebenefits of AI in improving learning efficiency, digital literacy, and research capacity. Atthe same time, important concerns persist regarding over-reliance on AI, reduced criticalthinking, academic integrity, and the potential erosion of humanistic aspects of medicalpractice. From an organizational perspective, key barriers include the lack of structuredAI training programs, limited integration of AI competencies into curricula, insufficientfinancialresources,and the absence of clear regulatory and ethical frameworks.Technological factors present a mixed picturewithdigital infrastructure providinga strongfoundationbut digitaldataunderdevelopment andconcerns about AI accuracyremainchallenges.Advancing AI integration in medical education in Viet Nam requires acomprehensiveand coordinated approach across human,organizational,andtechnological dimensions. Recommended citation:Lê, Sang Minh andGiang Bảo Kim.2026.“Artificial IntelligenceIntegrationin Medical Education:A Landscape with HOT Dimensions in VietNam”.Washington, DC: World Bank. Disclaimer:The findings, interpretations, and conclusions expressed in the paper areentirely those of the authors, and do not represent the views of the World Bank, itsExecutive Directors, or the countries they represent. Correspondence Details:Sang Minh Lêsle@worldbank.org Acknowledgments Thisimplementation studywasconductedby a World Bank team consisting ofSang Minh Lê (Senior Health Specialist)and Giang Bảo Kim(Consultant).A team fromHanoi Medical University, comprised of Anh Van Thi Nguyen, Trang Quynh Thi Le, andDiep Ngoc Vu,carried outsurveysandfocusedgroup discussions that served as inputsfor the final report. This paperwas prepared under the overall guidance ofCaryn Bredenkamp (HNPPractice Manager, World Bank),andMariam J. Sherman(Division Director, Cambodia–Laos-Viet Nam, World Bank).The authors are grateful to the peer reviewerMelflor A.Atienza(Professor,National Teacher Training Center for the Health Professions,University of the Philippines Manila)for her constructive comments on an earlier versionof the report. The team would also like to thankNga Thi Anh Hoang(Program Assistant,World Bank) forheradministrative support throughout the study implementation andreport preparation. Special thanks toleaders, teachers and students from Hanoi MedicalUniversity, Ho Chi Minh City University of Medicine and Pharamcy (UMP), Thai NguyenUMP, Hue UMP, Can Tho UMP, and VinUniversitywho collaborated in the study.Theteam acknowledges generous funding from theAccess Accelerate Initiative (AAI),theJapan Policy and Human Resource Development Fund (PHRD), andKorea World BankPartnership Facility(KWPF). Abbreviations AI:Artificial IntelligenceCBE:Competency-Based EducationEHR:Electronic Health RecordEMR:Electronic Medical RecordFGD:Focused Group DiscussionHMU:Hanoi Medical UniversityICT:Information Communication TechnologyIT:Information TechnologyLMIC:Low-andMiddle-Income CountryMIC:Ministry of Information and Co