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Using generative AI to support clinical reasoning coaching: a theory-informed approach.
Avneesh Sharma1, Jessica J Dreicer2, Andrew S Parsons3
1Department of Internal Medicine, University of Virginia Medical Center, Charlottesville, USA.
Diagnosis (Berlin, Germany)
|June 25, 2026
Summary
Generative artificial intelligence (gen AI) can enhance clinical reasoning coaching for medical learners. Educational theories like deliberate practice guide gen AI integration to address learning challenges and improve engagement.
Area of Science:
- Medical Education
- Artificial Intelligence in Healthcare
- Cognitive Science
Background:
- Clinical reasoning is crucial for medical professionals.
- Struggling learners require tailored coaching strategies.
- Generative artificial intelligence (gen AI) presents new opportunities for educational support.
Purpose of the Study:
- To propose a conceptual framework for integrating gen AI into clinical reasoning coaching.
- To ground this framework in established educational theories.
- To enhance support for struggling medical learners.
Main Methods:
- Developed a conceptual framework integrating gen AI with deliberate practice, self-regulated learning microanalysis, and psychological safety.
- Selected theories based on their relevance to challenges faced by struggling learners.
- Included suggested prompts for utilizing gen AI in coaching.
Main Results:
- The framework provides a structured approach to using gen AI for clinical reasoning coaching.
- Each theoretical component addresses specific difficulties in coaching, such as feedback, metacognition, and learner engagement.
- The proposed methods offer practical guidance for educators.
Conclusions:
- Gen AI, when guided by educational theory, can significantly support and enhance clinical reasoning coaching.
- Integrating gen AI within frameworks of deliberate practice, self-regulated learning, and psychological safety is effective.
- This approach offers a promising avenue for improving medical education and learner outcomes.
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