Mehta Neil, Nielsen Craig, Zack Amy, Christensen Terri, Isaacson J H
Professor of Medicine and Associate Dean for Curricular Affairs, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH, USA.
Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH, USA.
Med Teach. 2025 Aug;47(8):1266-1268. doi: 10.1080/0142159X.2024.2445043. Epub 2025 Jan 9.
Feedback plays a crucial role in the growth and development of trainees, particularly when addressing areas needing improvement. However, faculty members often struggle to deliver constructive feedback, particularly when discussing underperformance. A key obstacle is the lack of comfort many faculty experience in providing feedback that fosters growth. Traditional faculty development programs designed to address these challenges can be expensive and too time-intensive, for busy clinicians.. Generative AI, specifically custom GPT models simulating virtual students and coaches, offers a promising solution for faculty development in feedback training. These AI-driven tools can simulate realistic feedback scenarios using widely accepted educational frameworks and coach faculty members on best practices in delivering constructive feedback. Through interactive, low-cost, and accessible virtual simulations, faculty members can practice in a safe environment and receive immediate, tailored coaching. This approach enhances faculty confidence and competence while reducing the logistical and financial constraints of traditional faculty development programs. By providing scalable, on-demand training, custom GPT-based simulations can be seamlessly integrated into clinical environments, fostering a supportive feedback culture prioritizing trainee development. This paper describes the stepwise process of design and implementation, of a custom GPT-powered feedback training based on an accepted framework. This process can has the potential to transform faculty development in medical education.
反馈在学员的成长和发展中起着至关重要的作用，尤其是在解决需要改进的领域时。然而，教员们往往难以提供建设性的反馈，尤其是在讨论表现不佳的情况时。一个关键障碍是许多教员在提供促进成长的反馈时缺乏舒适度。为应对这些挑战而设计的传统教员发展项目可能成本高昂且耗时过长，对于忙碌的临床医生来说并不适用。生成式人工智能，特别是模拟虚拟学生和教练的定制GPT模型，为反馈培训中的教员发展提供了一个有前景的解决方案。这些由人工智能驱动的工具可以使用广泛接受的教育框架模拟现实的反馈场景，并就提供建设性反馈的最佳实践对教员进行指导。通过交互式、低成本且易于使用的虚拟模拟，教员可以在安全的环境中进行练习并获得即时的、量身定制的指导。这种方法增强了教员的信心和能力，同时减少了传统教员发展项目的后勤和财务限制。通过提供可扩展的、按需培训，基于定制GPT的模拟可以无缝集成到临床环境中，营造一种以学员发展为优先的支持性反馈文化。本文描述了基于一个公认框架设计和实施定制GPT驱动的反馈培训的逐步过程。这一过程有可能改变医学教育中的教员发展。
