Introduction: Artificial Intelligence (AI) has become increasingly prevalent in healthcare, but there is limited research on students' and faculty members' knowledge, usage, and attitudes towards AI in education. This study aimed to evaluate both students' and faculty members' knowledge of AI, their attitudes towards integrating AI into health professions education, and to identify their needs, concerns, and perceptions of potential risks related to incorporating AI into the curriculum.

Methodology: A descriptive study was conducted using an online survey administered to students and faculty members at the Alcoitão School of Health Sciences during the 2023-2024 academic year. The student survey assessed knowledge of AI, use of AI in learning, attitudes towards AI integration in health education, and needs and concerns regarding AI. Likert-scale questions were used for structured evaluation. The faculty survey aimed to assess AI usage, attitudes towards AI integration, and perceived needs and challenges.

Results: Responses from 154 students in Physiotherapy, Occupational Therapy, and Speech Therapy programmes showed that, although many possessed a basic understanding of AI concepts (49.4%), there were notable gaps in their knowledge. AI was primarily used to support productivity and learning, but usage remained limited. Students generally held positive views towards AI (65.6%) but expressed concerns about its impact on critical thinking and problem-solving skills (68.8%). Concerns were also raised about AI's effects on critical thinking (68.8%), practical skills (62.4%), privacy (59.7%), and data security (59.7%). Clear guidelines and curricular adjustments were highlighted as important for effective AI integration. Responses from 58 faculty members in Physiotherapy, Occupational Therapy, and Speech Therapy revealed mixed engagement with AI. While many used AI for personal productivity (56.9%), fewer employed it in teaching (32.8%) or research (22.4%). Attitudes towards AI were moderate (average score of 3.76 out of 5), with concerns regarding privacy, data security, and impacts on critical thinking and practical skills. There was strong support for professional training and guidelines for effective AI adoption (average score of 4.63). No significant differences were found between faculty with less than 20 years versus more than 20 years of experience, although more experienced faculty reported slightly higher AI usage in teaching.

Conclusions: The findings highlighted the need for educational strategies that integrate AI as a valuable tool in healthcare education. Institutions should revise curricula to include AI-related content and address concerns. Clear guidelines on ethical AI use and practical experiences could enhance understanding of AI and better prepare students and educators for its application. Incorporating AI-related content and addressing both student and faculty concerns could better equip healthcare educators and professionals to adapt to technological changes, supporting their AI readiness in working filed.

Keywords: Artificial Intelligence, Education, Health Professions.