生成式人工智能：医学教育社会建构主义框架中的“更具知识的他人”
Generative artificial intelligence: the 'more knowledgeable other' in a social constructivist framework of medical education.
作者信息
Tran Michael, Balasooriya Chinthaka, Semmler Carolyn, Rhee Joel
机构信息
University of New South Wales, Kensington, NSW, Australia.
The University of Adelaide, Adelaide, SA, Australia.
出版信息
NPJ Digit Med. 2025 Jul 11;8(1):430. doi: 10.1038/s41746-025-01823-8.
Abstract
Generative artificial intelligence can fulfil the criteria to be the ‘more knowledgeable other’ in a social constructivist framework. By scaffolding learning and providing a unique and augmented zone of proximal development for learners, it can simulate social interactions and contribute to the human-AI co-construction of knowledge. The presence of generative artificial intelligence in medical education prompts a re-imagining and re-interpretation of traditional roles within established pedagogy.
摘要
生成式人工智能能够满足在社会建构主义框架中成为“更具知识的他人”的标准。通过搭建学习支架并为学习者提供独特且扩展的近端发展区，它可以模拟社会互动，并有助于人类与人工智能共同构建知识。医学教育中生成式人工智能的出现促使人们重新构想和重新诠释既定教学法中的传统角色。
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