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Humanizing AI training for health professions educators.

Jerusalem Merkebu1, Anita Samuel1

  • 1Department of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, MD, USA.

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Summary
This summary is machine-generated.

Health professions educators face emotional burdens integrating generative AI (GenAI). A new course addresses these anxieties through empathetic design, fostering readiness for AI adoption.

Keywords:
Health professions educationemotional distressempathetic designfaculty developmentgenerative AIpsychological safetytechnology anxiety

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Area of Science:

  • Medical Education
  • Artificial Intelligence in Healthcare
  • Educational Psychology

Background:

  • Health professions educators experience significant emotional distress, including technostress, self-doubt, and fear of obsolescence, when integrating generative artificial intelligence (GenAI) into their teaching practices.
  • Current faculty development programs often neglect the crucial affective dimension, prioritizing technical skills over addressing educators' anxieties and emotional readiness for AI adoption.

Purpose of the Study:

  • To address the emotional burdens and affective readiness challenges faced by health professions educators adopting generative AI (GenAI).
  • To develop and evaluate an empathetic and trauma-informed course designed to create a safe and supportive learning environment for AI integration.

Main Methods:

  • A six-week course titled 'AI in Health Professions Education' was designed and implemented.
  • The course incorporated principles of empathetic design and trauma-informed pedagogy, focusing on psychological safety, transparency, collaboration, and learner empowerment.
  • Strategies included validating emotional responses, fostering experimentation, instructor transparency regarding AI use and personal anxieties, and providing learner choice to enhance agency.

Main Results:

  • Acknowledging and addressing educators' affective readiness is critical for successful AI adoption; technical skills alone are insufficient.
  • Empathetic, psychologically safe, and empowering strategies effectively mitigate common anxieties associated with AI, such as fear of inadequacy.
  • This approach facilitates feasible and empowering AI adoption for educators in diverse global contexts.

Conclusions:

  • Prioritizing the affective dimension of learning is essential for effective technology integration in health professions education.
  • Empathetic and trauma-informed pedagogical approaches can successfully address widespread anxieties surrounding AI, promoting greater adoption and confidence.
  • Future research should investigate affective learning outcomes and develop globally accessible toolkits for AI training, especially in low-resource settings.