医学教育中的生成人工智能:增强批判性思维或破坏认知自主性?
Juan S Izquierdo-Condoy1, Marlon Arias-Intriago1, Andrea Tello-De-la-Torre1
1One Health Research Group, Universidad de Las Américas, Quito, Ecuador.
Journal of medical Internet research
|November 3, 2025
概括
生成型人工智能 (GenAI) 工具为医学学生提供了好处,但可能会影响批判性思维. 周到的整合是提高认知能力的关键,而不会影响自主.
科学领域:
- 医疗教育 技术 技术 医学教育
- 医疗保健中的人工智能
- 医学中的认知科学 医学中的认知科学
背景情况:
- 像ChatGPT和Gemini这样的生成人工智能 (GenAI) 工具越来越多地用于医学教育.
- 这些工具有助于临床推理,文献评论和科学写作等任务.
- 基因人工智能对批判性思维的影响,这是一个重要的医疗技能,尚未完全理解.
研究的目的:
- 批判性地评估GenAI对医学培训中批判性思维的影响.
- 检查GenAI对认知能力的潜在好处以及对认知自主性的风险.
- 为GenAI在医学教育中的道德和有效整合提供建议.
主要方法:
- 这份观点论文批判性地评估了关于GenAI在医学教育中的作用的现有证据和专家意见.
- 它探讨了GenAI作为潜在的认知增强剂和对认知自主性的风险的双重性质.
- 这篇论文讨论了针对GenAI实施的具体课程策略的必要性.
主要成果:
- 基因人工智能可以提高效率和语言输出,但会带来认知过度依赖和错误信息的风险.
- 有证据表明,结果各不相同,可能会增加学习者参与度,同时存在被动性的风险.
- 如果没有适当的整合,GenAI可能会破坏医学学生的认知自主权.
结论:
- 当被深思熟虑地整合到教学框架中时,GenAI可以增强临床推理,作为认知支持而不是替代.
- 医学教育必须通过优先考虑伦理使用,快速工程和对GenAI工具的批判性评估来适应.
- 未来的医生需要在批判性,道德性和上下文上与GenAI接触,特别是在复杂的决策场景中,需要教师监督和反思性实践.
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