Forces, gaps and opportunities of AI in teaching health professions

Students in the health -related areas benefit from generative artificial intelligence (GENAI) in many learning areas, but concerns about critical thinking and peer interaction have been revealed in a new systematic review led by Monash University.

The journal, led by researchers from the Faculty of Pharmacy and Pharmaceutical Sciences of Monash (FPPS) and published In Medical educationrevealed the prevalence of the use of Genai through six types of learning in teaching health professions, and found that it supports learning most frequently in practice (73%), survey (70%), production (67%) and acquisition (55%).

However, “discussion” and “collaboration” were less represented (12% each), suggesting a change towards a more individualized learning with the Genai and raising the question of whether it promotes individualized learning to the detriment of human interaction.

THE Systematic review Included 33 Original Research Articles with Reading Committee focused on the application of GENAI technologies in health training programs in medicine, nursing, dentistry, veterinarian and pharmacy.

First author and FPPS Ph.D. The candidate, Thai Duong Pham, said that the review is important because it explores how the Genai can encourage more active forms of learning among students, reducing dependence on teachers, remodging the dynamics of the class and questioning traditional learning structures.

“The higher percentage of articles discussing the survey, practice, acquisition and production suggests that the Genai is mainly used to support personalized and autonomous learning, rather than promoting group interaction through discussion and collaboration, which have been discussed much less frequently,” said Pham.

“AI recent progress offers improved tools for educational applications, in particular in the generation of content and multi -vanity learning. However, there is a significant gap in understanding how to integrate in a productive and genai responsible manner in health professions.”

“We hope that this review offers a better understanding of how health care students engage with Genai and help inform what educators must do to guide students and insure them”general skills“Centered on human interaction are not lost.”

Such a program – Atlas (authentic teaching and learning through adaptive simulations) – is an AI tool focused on educators created by the director of the monash innovation guarantee within the Deputy Vice -Chancellor Office (Student Experience), Dr. Joel Moore, which promotes real simulation and allows students to practice and develop critical reflection skills thanks to a real simulation environment.

Although widely applicable in several areas of education, the FPPS team uses it to improve pharmacy education programs.

One of the academics of the FPPS at the head of the Atlas initiative, lecturer and assistant course director, Dr Angelina Lim, said that ALAS is designed to improve the quality of education by punching traditional skills with skills such as teamwork, adaptability and interpersonal skills.

“The Atlas platform is widely integrated through pharmacy units, especially in infectious diseases where this helps students develop advocacy skills for responsible use of antibiotics and competence in the management of common infections such as Urinary tract infectionsSexually transmitted and otitis infections, “said Dr. Lim.

“The pharmacist now prescribing through Victoria, teaching students these skills is more important than ever.”

Dr. Lim has worked alongside Emily Stokes, also the FPPS main speaker, to exploit the Atlas and improve general skills, including clinical communication and have difficult conversations.

Dr. Lim said that systematic examination is the first step to find out what to do with AI.

“As the systematic journal of medical education points out, there is an urgent need for new tools that exploit AI to fill the gaps in current AI education, in particular our ability to work as a team, to adapt to different environments and challenges, and to interact effectively and to communicate with peers and patients.”