数字巴林特:在反思性实践中使用人工智能。

IF 1.5 Q3 PRIMARY HEALTH CARE
Marcus Lewis, Benedict Hayhoe
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引用次数: 0

摘要

反思性实践是全科医生(GP)研究生培训和持续专业发展的基础。然而,现实世界中的挑战,如时间限制和职业孤立,往往限制了对这一关键技能有意义的参与。本文提出,大型语言模型(LLMs)这种复杂的人工智能系统可能具有加强反思性实践的潜力。我们介绍了三个案例研究,其中我们探讨了大型语言模型生成发人深省的问题的能力,这种能力可以促使全科医生从新的角度考虑问题,解决潜在的因素,并缩小理论与实践之间的差距。我们的研究结果表明,法律硕士可以帮助重塑经验,促进更深层次的自我反思,尤其是对那些与世隔绝的执业医师而言。虽然存在隐私、过度依赖和潜在偏见等道德问题,但我们认为可以负责任地将 LLMs 纳入反思实践。对于受训人员来说,人工智能生成的问题可以补充指导下的个人反思。对于与世隔绝的全科医生来说,LLM 为他们提供了一个加强反思实践的机会,这就要求我们在考虑这一技术创新的用武之地时,不能削弱医疗实践中必不可少的人文关怀。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The digital Balint: using AI in reflective practice.

Reflective practice is fundamental to postgraduate general practitioner (GP) training and ongoing professional development. However, real-world challenges like time constraints and professional isolation often limit meaningful engagement with this critical skill. This article proposes that large language models (LLMs), sophisticated artificial intelligence systems, may have potential for enhancing reflective practice. We present three case studies, in which we explore the ability of LLMs to generate thought-provoking questions, which could prompt GPs to consider new angles, address underlying factors, and bridge the gap between theory and practice. Our findings suggest that LLMs could help reframe experiences and foster deeper self reflection, particularly for isolated practitioners. While ethical concerns regarding privacy, over reliance, and potential biases exist, we consider the possibility of responsibly integrating LLMs into reflective practice. For trainees, AI-generated questions might complement personal reflection under guidance. For GPs working in isolation, LLMs present an opportunity to enhance reflective practice, challenging us to consider a place for this technological innovation without diminishing the human aspects essential to medical practice.

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来源期刊
Education for Primary Care
Education for Primary Care PRIMARY HEALTH CARE-
CiteScore
2.30
自引率
15.40%
发文量
51
期刊介绍: Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.
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