Costa-Dookhan Kenya A, Adirim Zachary, Maslej Marta, Donner Kayle, Rodak Terri, Soklaridis Sophie, Sockalingam Sanjeev, Thakur Anupam
Acad Med. 2025 May 1;100(5):635-644. doi: 10.1097/ACM.0000000000005983. Epub 2025 Jan 28.
This study explores uses of artificial intelligence (AI) in health professions education for nonpsychomotor skills training at undergraduate, postgraduate, and continuing health professions education levels for education program development, delivery, and evaluation.
This scoping review was conducted in 5 stages: (1) planning and research, (2) search strategy, (3) screening and selection, (4) review and recording data, and (5) synthesis. Seven bibliographic databases were searched using terms for artificial intelligence and continuing health professional education to capture articles that used AI for the purposes of nonpsychomotor skills training for health professions education and involved health care professionals and/or trainees. Databases were searched for articles published from January 1, 2001, to March 26, 2024. The original searches were performed on July 26, 2021, and again on March 26, 2024. Two reviewers independently screened, reviewed, and extracted data. Data extraction was performed using Kern's 6-step curriculum development framework to guide analysis.
In total, 9,914 studies related to AI in health professions education for nonpsychomotor skills training were screened. Of these, 103 studies were identified that met the inclusion criteria. Of these 103 studies, 52 (50%) were cohort studies. The most common learner population was health care professional students (67 studies [65%]). Most studies (76 [74%]) were set in nonclinical settings. Sixty-eight studies (66%) fit under step 6 of Kern's criteria (evaluation and assessment), illustrating that AI is predominantly being used for the purposes of evaluation and assessment of learners and programs.
Most studies in the literature illustrate that AI is being applied in a nonpsychomotor context to evaluate health professional education programs and assess learners. Additional opportunities to use AI in curriculum design and implementation could include identification of learning needs for training, personalizing learning with AI principles, and evaluating health care professional education programs.
本研究探讨人工智能（AI）在健康职业教育中的应用，用于本科、研究生及持续健康职业教育阶段的非心理运动技能培训，以促进教育项目的开发、实施和评估。
本范围综述分五个阶段进行：（1）规划与研究；（2）检索策略；（3）筛选与选择；（4）审查与记录数据；（5）综合分析。使用人工智能和持续健康职业教育相关术语检索了七个文献数据库，以获取将人工智能用于健康职业教育非心理运动技能培训目的且涉及医疗保健专业人员和/或学员的文章。检索数据库中2001年1月1日至2024年3月26日发表的文章。最初的检索于2021年7月26日进行，2024年3月26日再次进行。两名评审员独立筛选、审查并提取数据。使用克恩的六步课程开发框架进行数据提取以指导分析。
总共筛选了9914项与人工智能在健康职业教育非心理运动技能培训方面相关的研究。其中，确定有103项研究符合纳入标准。在这103项研究中，52项（50%）为队列研究。最常见的学习者群体是医疗保健专业学生（67项研究[65%]）。大多数研究（76项[74%]）设置在非临床环境中。68项研究（66%）符合克恩标准的第6步（评估与评价），表明人工智能主要用于评估学习者和项目。
文献中的大多数研究表明，人工智能正在非心理运动背景下用于评估健康职业教育项目和评估学习者。在课程设计和实施中使用人工智能的其他机会可能包括确定培训的学习需求、利用人工智能原则实现学习个性化以及评估医疗保健专业教育项目。
