Research on the Role Evolution and Competency Development Pathways of Medical Clinical Teachers Driven by Generative Artificial Intelligence
Abstract
depth. Against this backdrop, medical clinical teachers face multiple challenges, including role identity crises, technological competency
gaps, and delayed transformation of educational models. Through in-depth analysis of AIGC's profound impact on clinical teaching paradigms, this study proposes a four-dimensional reconstruction model for teacher roles, grounded in role repositioning: From knowledge
transmitter to collaborative learning facilitator; From skill cultivator to situational architect; From outcome evaluator to process analyst
empowered by AI; From career guide to humanistic mentor. Correspondingly, a diversified competency enhancement pathway centered
on "Cognitive-Technological Dual-Track Development" is designed, encompassing three dimensions: awareness awakening, technological integration, and innovative practice. The study also analyzes potential risks of AIGC in medical education and advocates for constructing a novel human-AI symbiotic educational ecosystem, providing a systematic solution for clinical teachers to adapt to the future
of medical education.
Keywords
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DOI: http://dx.doi.org/10.70711/frim.v4i2.8774
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