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Updated: Mar 13, 2026

Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems
Published on: June 13, 2025
Science: the slow march of accumulating evidence
Katherine Picho1, Lauren A Maggio2, Anthony R Artino2
1Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA. Katherine.picho.ctr@usuhs.edu.
Abstract:
Recent crises over the credibility of research in psychology and the biomedical sciences have highlighted the need for researchers to view and treat replication research as essential to the accumulation of knowledge. In this article, the authors make the case for the utility of replication in medical education research. Specifically, the authors contend that because research in medical education often adopts theories from other disciplines, replication is necessary to gauge the applicability of those theories to the specific medical education context. This article introduces readers to the two major types of replication - direct and conceptual - and provides a primer on conceptual replication. In particular, the article presents key elements of conceptual replication and considers how it can be used to strengthen approaches to knowledge generation, theory testing, and theory development in medical education research.
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