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From Curiosity To Competence: A Structured Faculty Development Model for AI Integration in Health Professions

Nehal Khamis1,2,3, Toni Ungaretti2

  • 1Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, 4940 Eastern Ave, Baltimore, MD 21224 USA.

Medical Science Educator
|March 9, 2026
PubMed
Summary
This summary is machine-generated.

Faculty development in artificial intelligence (AI) for health professions education (HPE) now has a structured online course. This program supports responsible AI integration, enhancing academic rigor and cognitive skills in HPE.

Keywords:
AI competency frameworkCustom GPTsFaculty developmentGenerative artificial intelligence (GenAI)Health professions education

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Area of Science:

  • Health Professions Education
  • Artificial Intelligence in Medicine
  • Educational Technology

Background:

  • Health professions education (HPE) faces challenges in integrating artificial intelligence (AI) due to a lack of instructional models and evaluation frameworks.
  • Urgent demand exists for faculty development (FD) to address the complex applications of AI in HPE.

Purpose of the Study:

  • To design and implement an online elective course, "Applications of AI in HPE," to support responsible AI integration in health professions education.
  • To provide faculty with a structured approach to understanding and utilizing AI tools, including generative AI (GenAI), within their educational practices.

Main Methods:

  • A six-week online elective course was developed and implemented within the Johns Hopkins MEHP program.
  • The course utilized an AI Competency Framework, incorporating structured real-life tasks, prompt engineering, and ethical reflection.
  • Frameworks such as BUILDS for custom GPT creation were employed to facilitate practical application.

Main Results:

  • Participants reported high value for the pedagogy-first design, emphasizing practical relevance and transparency.
  • The course successfully supported responsible GenAI integration through hands-on activities and ethical considerations.
  • The program fostered the development of AI capacity in HPE while maintaining academic rigor.

Conclusions:

  • The developed online elective provides a viable model for AI-focused faculty development in HPE.
  • This initiative contributes to building essential AI competencies for educators in the health professions.
  • The course design prioritizes responsible AI use, academic integrity, and the enhancement of cognitive skills.