As generative artificial intelligence (GenAI) becomes increasingly embedded into health science education, faculty are expected to integrate these tools into their teaching practices while contending with challenges in governance and infrastructure. This paper examines faculty perceptions, current uses, and professional development needs related to GenAI at an academic health centre (AHC). The study was informed by the Clark and Estes1 gap analysis framework and employed a two-phase approach consisting of a faculty survey and semi-structured interviews. Teaching faculty (n = 725) were invited to participate; 101 completed the survey, and six participated in follow-up interviews. Survey data was analysed descriptively, and interview transcripts were thematically coded with findings organised into organisational, knowledge, and motivation gaps. Faculty recognised the growing relevance of GenAI in health professions education but reported limited institutional guidance and fragmented support. Some faculty reported using GenAI for assessment development, to improve accessibility and for course design, but they also described a trial-and-error approach when working with it. Organisational gaps included a lack of guidance and underdeveloped training, knowledge gaps centred on lack of familiarity and uncertainty regarding best practices, while motivational gaps reflected concerns about professional identity, institutional support, and time constraints. Faculty found most of their support through their colleagues, engaging only slightly with available resources. Faculty readiness to engage with GenAI is shaped by intersecting organisational, knowledge, and motivation gaps. These gaps include professional identity concerns, limited institutional guidance, and uneven access to professional development, limiting adoption despite perceived urgency. Along with creating clear and coordinated governance, institutions should invest in structured, longitudinal development opportunities and create supportive spaces for experimentation to help educators responsibly and equitably integrate GenAI in health sciences education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Miller et al. (Sun,) studied this question.