Integrating Generative AI in Health Education: A Scoping Review and Implementation Framework.

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-12-12 eCollection Date: 2025-12-01 DOI:10.1007/s40670-025-02578-3

Kellie Toohey, Zach Quince, Felicity Walker, Linda Furness, Michelle Bissett, Carlie Daley, Kachina Allen, Natalie Munro, Andy Smidt, Jodie Cochrane Wilkie, Louise Horstmanshof, Kathryn Baltrotsky, Fiona Naumann

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引用次数: 0

Abstract

Background: Generative AI (GenAI) presents both opportunities and challenges for higher education. While it offers the potential to personalise learning and improve educator processes, concerns around academic integrity and output accuracy persist. Health professionals must navigate this landscape carefully to ensure technology augments, rather than compromises, the development of core clinical and professional competencies in higher education.

Objective: This study aimed to develop a framework for implementing GenAI into the curriculum. To achieve this, a synthesis of the existing evidence on the applications, benefits, and challenges of GenAI in health professions education was required.

Methods: To achieve the required knowledge for the development of the framework, a systematic scoping review was conducted following the Joanna Briggs Institute (JBI) methodology and reported using the PRISMA-ScR guidelines. A comprehensive search of MEDLINE, CINAHL, Scopus, Web of Science, and ERIC databases was performed to identify relevant studies. A narrative synthesis was used to map the literature across key themes to inform the framework's development. Results: The review included 21 studies, which highlighted the use of GenAI by educators and students to aid in productivity and learning. Key challenges identified included the risk of generating inaccurate content, the potential for misuse, and the critical need for enhanced GenAI literacy among both students and staff. The findings were synthesised into three primary domains: educator use, student use, and assessment design and purpose.

Conclusion: The integration of GenAI in health education requires a structured, proactive approach. We propose an evidence-informed framework centred on three core pillars: Student GenAI Literacy, Educator Capability, and Assessment Design. This framework provides a roadmap for institutions to harness GenAI responsibly, ensuring it serves as a tool to support critical thinking and professional judgement.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02578-3.

查看原文本刊更多论文

在健康教育中整合生成人工智能：一个范围审查和实施框架。

背景：生成人工智能（GenAI）为高等教育带来了机遇和挑战。虽然它提供了个性化学习和改善教育过程的潜力，但对学术诚信和输出准确性的担忧仍然存在。卫生专业人员必须谨慎应对这一局面，以确保技术增强而不是妥协高等教育中核心临床和专业能力的发展。目的：本研究旨在建立一个将基因人工智能应用于课程的框架。为实现这一目标，需要综合现有证据，说明基因信息技术在卫生专业教育中的应用、益处和挑战。方法：为了获得开发框架所需的知识，按照乔安娜布里格斯研究所（JBI）的方法进行了系统的范围审查，并使用PRISMA-ScR指南进行了报告。综合检索MEDLINE、CINAHL、Scopus、Web of Science和ERIC数据库，确定相关研究。使用叙事综合来映射跨关键主题的文献，以告知框架的发展。结果：该综述包括21项研究，其中强调了教育工作者和学生使用GenAI来帮助提高生产力和学习。确定的主要挑战包括产生不准确内容的风险、滥用的可能性以及提高学生和工作人员对GenAI知识的了解的迫切需要。这些发现被综合到三个主要领域：教育者的使用，学生的使用，以及评估的设计和目的。结论：GenAI在健康教育中的整合需要一种结构化的、积极主动的方法。我们提出了一个以三个核心支柱为中心的循证框架：学生基因素养、教育者能力和评估设计。该框架为各机构负责任地利用GenAI提供了路线图，确保它成为支持批判性思维和专业判断的工具。补充资料：在线版本提供补充资料，网址为10.1007/s40670-025-02578-3。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.