Muhammad Ans, Lauren A Maggio, Hamzah Algodi, Joe A Costello, Erik Driessen, Kevin Oswald, Lorelei Lingard
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引用次数: 0
Abstract
Background: As AI use becomes more common in research, disclosure policies have emerged to ensure transparency and appropriateness. However, database research in other fields suggests that disclosure may lag behind AI use. Medical education journal editors report that submitted manuscripts rarely include AI-use disclosures, and they perceive a lack of clarity regarding when and how AI use should be disclosed. However, we lack objective evidence regarding the incidence and nature of AI-use disclosure in medical education.
Methods: Using bibliometric methods, we searched a database of 24 leading medical education journals for articles published between January and July 2025 (n = 2,762 articles). Screening with Covidence software excluded 716 non-empirical and/or non-English language articles. The remainder (n = 2,046) were examined for the presence of AI-use disclosures, which were content-analyzed.
Results: 2.5% of empirical articles (n = 51) had an AI disclosure statement. BMC Medical Education contained the most disclosures (24), followed by Medical Teacher (7) and Journal of Surgical Education (4). Forty-two articles were authored in non-native English-speaking countries, and 69.4% of all first authors had begun publishing in the past decade. Disclosures averaged 43 words and described use superficially: most commonly "editing" and "translation". Of 18 named tools, ChatGPT was most common. Most disclosures explicitly attested to author responsibility for AI-produced material. Disclosures usually appeared in acknowledgements; those located in methods lacked responsibility attestation. Negative disclosures attesting that AI was not used were also present.
Discussion: AI-use disclosures in medical education journals are rare and appear mostly in work from non-native English-speaking regions of the world. A shared disclosure practice is evident: name the tool and affirm author responsibility, but describe use superficially. This suggests a practice of "safe" disclosure that may be more performative than informative, therefore failing to satisfy the goal of ensuring transparent and ethical AI use in research.
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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