Addressing the insufficient support for medical educators′ self-directed learning and personalized tutoring, as well as the predominant use of didactic instruction in faculty development activities for medical educators, this study aims to explore the potentials of an AI agent applied in faculty development for medical educators. The researchers developed the “Huaxi Xiaozhu” AI Faculty Development Assistant for Medical Education (hereinafter referred to as “Huaxi Xiaozhu”), which was applied in faculty development in West China Medical Center of Sichuan University from May to August 2024. The output quality of “Huaxi Xiaozhu” was evaluated, and feedback from medical educators was collected. Data were analyzed and visualized using methods such as analysis of variance and radar charts. The results showed that “Huaxi Xiaozhu” achieved a higher output quality score (24.92±2.56) for 13 medical education-related prompts compared to mainstream general large language models in China, such as Wenxin Yiyan (21.84±3.08) (P<0.05). The radar charts indicated that “Huaxi Xiaozhu” performed well across six dimensions: accuracy, completeness, understandability, clarity of opinion, domain adaptability, and creativity & inspiration. Among the 92 medical educators who participated in the satisfaction survey, 90 (97.8%) were satisfied or very satisfied with the integration of “Huaxi Xiaozhu” into workshops of faculty development programs. However, in the follow-up survey on the use of “Huaxi Xiaozhu”, only 4 out of 16 medical educators continued to use it for review and consolidation within 40 days after a faculty development program. The findings suggest that the high output quality of the AI agent and the high satisfaction of medical educators make it a promising pathway for generative AI-empowered faculty development. However, the actual use of the AI agent by medical educators shortly after programs was not optimistic. These findings highlight the necessity of enhancing the development of AI agents for medical education, and employing them into the design of faculty development programs to mutually promote the development of teaching abilities and enhancement of digital literacy of medical educators.
Chai Hua
,
Yan Yujiang
,
Qing Ping
. The empowerment of faculty development for medical educators through AI agent: a case study[J]. Chinese Journal of Medical Education, 2025
, 45(3)
: 174
-181
.
DOI: 10.3760/cma.j.cn115259-20241114-01181
[1] 袁欢欢, 全祉悦, 林祎, 等. 当医学课程考核遇上生成式人工智能:价值、挑战与未来展望[J].中国医学教育技术,2023,37(3):254-259. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202303002.
[2] 何钰莹, 谢仁生. ChatGPT应用对医学教育影响及应对策略[J].中国医学教育技术,2024,38(4):401-406,422. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202404003.
[3] 徐傲飞, 刘俭涛, 李嘉, 等. ChatGPT在医学教育中的应用探讨[J].中国医学教育技术,2024,38(3):266-270. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202403002.
[4] 艾飞艳, 刘芬, 田力, 等. 人工智能在诊断学教学中的应用[J].中国继续医学教育,2021,13(22):94-97. DOI: 10.3969/j.issn.1674-9308.2021.22.026.
[5] Chadha N, Popil E, Gregory J, et al. How do we teach generative artificial intelligence to medical educators? Pilot of a faculty development workshop using ChatGPT[J]. Med Teach, 2025,47(1):160-162. DOI: 10.1080/0142159X.2024.2341806.
[6] 北京大学医学部教师教学发展中心.生成式人工智能赋能医学教育实操培训顺利举办[EB/OL].(2024-11-19) [2024-12-23]. https://mp.weixin.qq.com/s/F6I2fDbbmgp1DQnTeYu3IA.
[7] Cheung B, Cheung C, Chan J, et al. Synergy and collaboration with young educators and students: insights from an open forum on generative artificial intelligence in medical education[J]. Med Educ, 2024,58(8):998-999. DOI: 10.1111/medu.15411.
[8] 张永明, 陈艳佳, 郭威, 等. 基于科学引文数据库的医学教育领域人工智能应用研究的可视化分析[J].中华医学教育杂志,2024,44(5):339-345. DOI: 10.3760/cma.j.cn115259-20230802-00079.
[9] Gordon M, Daniel M, Ajiboye A, et al. A scoping review of artificial intelligence in medical education: BEME Guide No. 84[J]. Med Teach, 2024,46(4):446-470. DOI: 10.1080/0142159X.2024.2314198.
[10] 魏红, 赵彬. 我国高校教师发展中心的现状分析与未来展望——基于69所高校教师发展中心工作报告文本的研究[J].中国高教研究,2017(7):94-99. DOI: 10.16298/j.cnki.1004-3667.2017.07.17.
[11] 杨洁.我国高校教师教学发展中心:现状、问题与突破[J].教育发展研究,2018,38(9):23-27. DOI:10.14121/j.cnki.1008-3855.2018.09.006.
[12] 全国医学教育发展中心.医学教发中心现状调研报告[EB/OL].(2020-04-13) [2024-10-18].https://medu.bjmu.edu.cn/cms/show.action?code=publish_4af037e16e169910016e1f6b8fed00a0&siteid=100000&newsid=8f391916e78a489eb0e3939666f45f78&channelid=0000000058.
[13] 高奇隆, 李勤, 徐凌霄. 综合性院校医学院教师教学发展中心的定位与思考[J].中华医学教育杂志,2021,41(9):775-779. DOI: 10.3760/cma.j.cn115259-20201109-01556.
[14] 袁欢欢, 全祉悦, 孟黎, 等. 医学院校教师教学发展中心建设的实践与思考[J].中华医学教育杂志,2023,43(11):801-806. DOI: 10.3760/cma.j.cn115259-20230105-00015.
[15] 袁德润. 以课堂为载体促进教师专业能力发展:个人知识与实践转化的视角[J].全球教育展望,2020,49(6):81-89. DOI: 10.3969/j.issn.1009-9670.2020.06.007.
[16] 王斌, 田士来, 王小成, 等. 以ChatGPT为代表的人工智能技术在医学教育中的机遇与挑战[J].医学教育研究与实践,2023,31(4):402-405. DOI: 10.13555/j.cnki.c.m.e.2023.04.002.
[17] Dave T, Athaluri SA, Singh S. ChatGPT in medicine: an overview of its applications, advantages, limitations, future prospects, and ethical considerations[J]. Front Artif Intell, 2023,6:1169595. DOI: 10.3389/frai.2023.1169595.
[18] Wu M, Huang X, Jiang B, et al. AI in medical education: the moderating role of the chilling effect and STARA awareness[J]. BMC Med Educ, 2024,24(1):644. DOI: 10.1186/s12909-024-05627-4.
[19] Li J, Miao B, Wang S, et al. Hiplot: a comprehensive and easy-to-use web service for boosting publication-ready biomedical data visualization[J]. Brief Bioinform, 2022,23(4): bbac261. DOI: 10.1093/bib/bbac261.
[20] 瞿星, 杨金铭, 陈滔, 等. ChatGPT对医学教育模式改变的思考[J].四川大学学报(医学版),2023,54(5):937-940. DOI: 10.12182/20231360302.
[21] 罗小金, 陈晓杭, 姚瑶, 等. ChatGPT在医学教学与科研中的应用及面临的挑战[J].齐齐哈尔医学院学报,2024,45(11):1080-1084. DOI: 10.3969/j.issn.1002-1256.2024.11.016.
[22] 宋雨欣, 李子怡, 丁宁. 生成式人工智能对医学教育的影响探析[J].中国医学教育技术,2024,38(3):281-286. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202403005.
[23] 吴砥,桂徐君,周驰,等. 教师数字素养:内涵、标准与评价[J]. 电化教育研究, 2023,44(8):108-114,128. DOI:10.13811/j.cnki.eer.2023.08.015.
[24] 华小敏, 赵珺瑜, 乐叶. 高校教师数字素养能力培养现状、问题及启示[J].中国医学教育技术,2024,38(4):433-439. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202404008.
[25] Bearman M, Ajjawi R. When I say ... artificial intelligence[J]. Med Educ, 2024,58(11):1273-1275. DOI: 10.1111/medu.15408.
