Expanding the Roles of Medical Educators in the Generative Artificial Intelligence Era: A Qualitative Study

Area of Science:

• Medical Education
• Artificial Intelligence in Education
• Professional Role Development

Background:

• The rapid advancement of generative artificial intelligence (GAI) presents significant challenges and opportunities for medical educators.
• Established frameworks, such as Harden's Six Roles of the Teacher, may require adaptation to accommodate GAI integration.
• Understanding how medical educators perceive and adapt their roles in the GAI era is crucial for effective faculty development.

Purpose of the Study:

• To explore medical educators' perceptions of their evolving professional roles in the context of generative artificial intelligence.
• To identify emerging educator functions and responsibilities driven by GAI integration in medical education.
• To assess the transformation levels of educational practices using the SAMR model in response to GAI.

Main Methods:

• A qualitative descriptive study was conducted with 52 faculty members at a Japanese medical school during a faculty development program.
• Content analysis was applied to 137 statements discussing GAI in education, deductively using Harden's framework and the SAMR model.
• Inductive analysis focused on statements indicating high transformation (Modification/Redefinition) to identify new educator roles.

Main Results:

• Traditional roles like resource developer, assessor, and facilitator were frequently identified, reflecting enhancement of existing practices (Substitution/Augmentation).
• A significant portion of statements (19/137) demonstrated transformative potential (Modification/Redefinition) with GAI integration.
• Five emergent educator roles were identified: analyst, coordinator, content generator, fact checker, and lifelong learner.

Conclusions:

• Generative artificial intelligence is expanding the professional identity of medical educators beyond traditional roles.
• GAI integration necessitates new responsibilities, including critical judgment, ethical oversight, and adaptive expertise for educators.
• Faculty development programs must prioritize AI literacy and reflective practice to support educators in navigating these evolving roles within human-AI educational ecosystems.