{"title":"The Blurred Thresholds of AI-Use Disclosure: Health Professions Education Journal Editors' Expectations of Necessity and Sufficiency.","authors":"Lorelei Lingard, Erik Driessen, Kevin Oswald","doi":"10.5334/pme.2326","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Generative AI is a powerful resource for health professions education (HPE) researchers publishing their work. However, questions remain about its use and guidance about disclosure is inconsistent. This study explores journal editors' experiences and expectations of AI-use disclosure, to assist journals to clarify expectations and authors to satisfy them.</p><p><strong>Methods: </strong>In this descriptive qualitative study, editors were interviewed between January 6, 2025, and May 7, 2025 using Zoom. Eligible participants were identified through journal webpages and snowball sampling. A purposive sampling strategy prioritized HPE journals and included a limited sample of general medical journals to explore transferability. Data collection and thematic analysis proceeded iteratively.</p><p><strong>Results: </strong>Eighteen participants, including 9 chief editors and 9 associate/deputy editors were interviewed. Fourteen worked in HPE journals, four in general medical journals. The analysis revealed 4 themes: 1) the basics of disclosure, made up of content expectations and process knowledge; 2) the necessity threshold, regarding which circumstances require disclosure; 3) the sufficiency threshold, regarding how much detail to include; and 4) the factors blurring these thresholds, which included the speed of change, the co-construction of standards, and the uneasy fit of some scientific principles with the AI-use context.</p><p><strong>Conclusions: </strong>While editors shared basic disclosure expectations, these were complicated by blurred thresholds of sufficiency and necessity that may exacerbate uncertainty in the scholarly community. By attending to these thresholds and the factors blurring them, and by working to articulate shared disclosure standards, HPE journals can help authors safely navigate the shifting norms of AI-use disclosure.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"1003-1012"},"PeriodicalIF":3.5000,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12716256/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.2326","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Generative AI is a powerful resource for health professions education (HPE) researchers publishing their work. However, questions remain about its use and guidance about disclosure is inconsistent. This study explores journal editors' experiences and expectations of AI-use disclosure, to assist journals to clarify expectations and authors to satisfy them.
Methods: In this descriptive qualitative study, editors were interviewed between January 6, 2025, and May 7, 2025 using Zoom. Eligible participants were identified through journal webpages and snowball sampling. A purposive sampling strategy prioritized HPE journals and included a limited sample of general medical journals to explore transferability. Data collection and thematic analysis proceeded iteratively.
Results: Eighteen participants, including 9 chief editors and 9 associate/deputy editors were interviewed. Fourteen worked in HPE journals, four in general medical journals. The analysis revealed 4 themes: 1) the basics of disclosure, made up of content expectations and process knowledge; 2) the necessity threshold, regarding which circumstances require disclosure; 3) the sufficiency threshold, regarding how much detail to include; and 4) the factors blurring these thresholds, which included the speed of change, the co-construction of standards, and the uneasy fit of some scientific principles with the AI-use context.
Conclusions: While editors shared basic disclosure expectations, these were complicated by blurred thresholds of sufficiency and necessity that may exacerbate uncertainty in the scholarly community. By attending to these thresholds and the factors blurring them, and by working to articulate shared disclosure standards, HPE journals can help authors safely navigate the shifting norms of AI-use disclosure.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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