人工智能与性别平等:卫生专业教育的综合方法。

IF 4.9 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Margaret Bearman, Rola Ajjawi
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引用次数: 0

摘要

导言:随着人工智能(AI)越来越多地融入卫生工作场所,有证据表明,人工智能可能加剧性别不平等。在确保毕业生掌握在人工智能介导的世界中工作所面临的挑战方面,卫生专业课程可以发挥作用。方法:借鉴女权主义学者和经验证据,这篇概念性论文综合了人工智能加剧性别不平等的当前和未来方式,并作为回应,提出了人工智能和公平教学的综合方法的重点。分析:我们提出三个问题。首先,多项文献综述表明,从过程(人工智能开发)和产品(人工智能输出)的角度来看,性别鸿沟嵌入人工智能技术中。其次,越来越多的证据表明,人工智能正在加剧已经根深蒂固的卫生人力不平等,某些类型的角色被视为某些性别的领域。最后,人工智能可能会通过将注意力转移到性别数字孪生体上,将卫生专业人员与具体的、代理的患者的互动分离开来。启示:回应这些担忧不仅仅是关于偏见的教学问题,还需要促进对人工智能作为一种社会技术现象的理解。保健课程可以有效地提供临床相关的教育经验,说明人工智能如何与不平等的性别知识实践相交叉。可以指导学生:(1)在处理人工智能生成的数据或决策时探索疑问;(2)通过优先考虑具身联系,重新关注关怀;(3)考虑如何在人工智能时代谈判性别化的工作场所。结论:性别平等和人工智能的交叉提供了一个可理解的、说明性的案例,说明不断变化的知识实践如何有可能嵌入不平等,以及卫生专业教育方案如何应对。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Artificial intelligence and gender equity: An integrated approach for health professional education.

Introduction: As artificial intelligence (AI) increasingly integrates into health workplaces, evidence suggests AI can exacerbate gender inequity. Health professional programmes have a role to play in ensuring graduates grasp the challenges facing working in an AI-mediated world.

Approach: Drawing from feminist scholars and empirical evidence, this conceptual paper synthesises current and future ways in which AI compounds gender inequities and, in response, proposes foci for an integrated approach to teaching about AI and equity.

Analysis: We propose three concerns. Firstly, multiple literature reviews suggest that the gender divide is embedded within AI technologies from both process (AI development) and product (AI output) perspectives. Next, there is emerging evidence that AI is reinforcing already entrenched health workforce inequities, where certain types of roles are seen as being the domain of certain genders. Finally, AI may disassociate health professionals' interactions with an embodied, agentic patient by diverting attention to a gendered digital twin.

Implications: Responding to these concerns is not simply a matter of teaching about bias but needs to promote an understanding of AI as a sociotechnical phenomenon. Healthcare curricula could usefully provide clinically relevant educational experiences that illustrate how AI intersects with inequitable gendered knowledge practices. Students can be directed to: (1) explore doubts when working with AI-generated data or decisions; (2) refocus on caring through prioritising embodied connections; and (3) consider how to negotiate gendered workplaces in a time of AI.

Conclusion: The intersection of gender equity and AI provides an accessible, illustrative case about how changing knowledge practices have the potential to embed inequity and how health professional education programmes might respond.

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来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
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