The double‐edged sword of AI in medical education.
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| Title: | The double‐edged sword of AI in medical education. |
|---|---|
| Authors: | Yu, Zekai (AUTHOR), Cheng, Weihao (AUTHOR), Li, Shangxuan (AUTHOR) |
| Source: | Medical Education. Jul2026, Vol. 60 Issue 7, p822-823. 2p. |
| Subjects: | Medical education, Artificial intelligence, Educational technology, Discussion, Curriculum planning, Research methodology, Teacher-student relationships |
| Abstract: | The article focuses on the implications of increased artificial intelligence (AI) usage among medical students, particularly its association with a sharp decline in discussion board participation. It highlights concerns about "algorithmic epistemic complacency," where 30% of students accept AI-generated responses without verification, potentially undermining critical clinical reasoning skills. The authors argue for integrating AI literacy into medical curricula, promoting AI-augmented collaborative learning spaces, evolving assessment methods to emphasize deep understanding, and establishing transparent AI usage policies. They emphasize that while AI can enhance efficiency, it cannot replace the complex clinical reasoning essential to medical practice, urging proactive educational strategies to balance AI benefits with human oversight. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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