Competencies for the Use of Artificial Intelligence in Primary Care
Open accessAbstract
The artificial intelligence (AI) revolution has arrived for the health care sector and is finally penetrating the far-reaching but perpetually underfinanced primary care platform. While AI has the potential to facilitate the achievement of the Quintuple Aim (better patient outcomes, population health, and health equity at lower costs while preserving clinician well-being), inattention to primary care training in the use of AI-based tools risks the opposite effects, imposing harm and exacerbating inequalities. The impact of AI-based tools on these aims will depend heavily on the decisions and skills of primary care clinicians; therefore, appropriate medical education and training will be crucial to maximize potential benefits and minimize harms. To facilitate this training, we propose 6 domains of competency for the effective deployment of AI-based tools in primary care: (1) foundational knowledge (what is this tool?), (2) critical appraisal (should I use this tool?), (3) medical decision making (when should I use this tool?), (4) technical use (how do I use this tool?), (5) patient communication (how should I communicate with patients regarding the use of this tool?), and (6) awareness of unintended consequences (what are the "side effects" of this tool?). Integrating these competencies will not be straightforward because of the breadth of knowledge already incorporated into family medicine training and the constantly changing technological landscape. Nonetheless, even incremental increases in AI-relevant training may be beneficial, and the sooner these challenges are tackled, the sooner the primary care workforce and those served by it will begin to reap the benefits.
AI snapshot
Written from the paper’s full text.
TL;DR
This paper proposes 6 domains of competency for using AI-based tools in primary care, arguing that without training, AI deployment risks harm, inequity, and clinician burnout rather than progress toward the Quintuple Aim. The competencies are foundational knowledge, critical appraisal, medical decision making, technical use, patient communication, and awareness of unintended consequences.
Key findings
As a proposal paper, it advances a framework rather than reporting empirical results:
- Six competency domains are proposed, each framed by a question: foundational knowledge ("what is this tool?"), critical appraisal ("should I use this tool?"), medical decision making ("when should I use this tool?"), technical use ("how do I use this tool?"), patient communication ("how should I communicate with patients regarding the use of this tool?"), and unintended consequences ("what are the 'side effects' of this tool?"), the last being cross-cutting.
- Competencies are mapped to learner roles (medical students, residents, faculty), with expectations escalating from describing/identifying, to appraising/executing, to teaching/modeling/studying.
- The authors cite existing evidence of training gaps: in one national study in Ireland, two-thirds of medical students received no AI training and over 40% had never heard the term "machine learning"; in the US and abroad, 3 out of 4 medical students think AI competencies should be taught in medical school.
- They note that a systematic review of EBM curricula found no studies assessing influence on patient outcomes, no validated assessment tool, and lack of teachers as a barrier — highlighting the need to adapt AI curricula to primary care and evaluate them (e.g., tracking effects on burnout and AI knowledge, skills, and attitudes).
Methods
Not stated in the paper (no empirical design, data, or analysis); this is a perspective/proposal article that synthesizes prior literature and existing initiatives to put forward a competency framework. The authors describe their approach as building on competencies published by others and illustrating each domain with a hypothetical dermatology AI scenario (a tool developed using 16,000 cases and a convolutional neural network outputting prediction scores across 400 skin diseases).
Limitations
The paper states that these competencies are "a point of departure" and that more work is needed before integrating them into training; subcompetencies for primary, intermediate, and expert users still need to be developed. It notes that the competencies will change over time and must be tailored to local context (disease prevalence, priority problems, community resources), and that integrating them is not straightforward given the breadth of existing family medicine training and the constantly changing technological landscape. Evident from the text: the framework is not yet validated or tested, and the authors acknowledge that only a small percentage of clinicians will become expert users.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 41 cited sources checked · 0 supported · 0 flagged
- Premisecitation
AI has the potential to facilitate achievement of the Quintuple Aim (better patient outcomes, population health, and health equity at lower costs while preserving clinician wellbeing).
“to advance the Quintuple Aim of better patient outcomes, population health, and health equity, at lower costs while preserving clinician well-being.9”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [9]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
Medical education has been slow to adapt.
“Unfortunately, medical education has been slow to adapt.”
Quote in the paperSubstantial claim - Premisecitation
In one national study in Ireland, over 40% of medical students had never heard of the term 'machine learning.'
“and over 40% had never heard of the term”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [25]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
In the United States and abroad, 3 out of 4 medical students think AI competencies should be taught in medical school.
“In the United States and abroad, 3 out of 4 medical students think AI competencies should be taught in medical school.24,25”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [24]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [25]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
One systematic review on EBM curricula found that a lack of EBM teachers is a barrier to broader dissemination of such curricula.
“one systematic review on EBM curricula found that no studies assessed the influence of these curricula on patient outcomes, that there was no validated tool to assess these curricula, and that a lack of EBM teachers is a barrier to broader dissemination of such curricula.42,43”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [42]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [43]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
For AI to improve care, all health professionals who participate in team-based care delivery will need additional training.
“For AI to improve care, all health professionals who participate in the team-based care delivery will need additional training.39”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [39]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
AI-based tools can now use smartphone cameras to make dermatologic diagnoses.
“AI-based tools can now use smartphone cameras to make dermatologic diagnoses.28,29”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [28]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [29]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
If clinicians do not know how to react when AI-based tools fail, they will experience frustration, dissatisfaction, and loss of self-efficacy that contributes to burnout.
“Otherwise, they will experience frustration, dissatisfaction, and loss of self-efficacy that contributes to burnout.33”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [33]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Rests on an assumption: The technology needed to use AI-based tools will inevitably fail.
- Premisecitation
One systematic review on EBM curricula found that no studies assessed the influence of these curricula on patient outcomes.
“one systematic review on EBM curricula found that no studies assessed the influence of these curricula on patient outcomes, that there was no validated tool to assess these curricula, and that a lack of EBM teachers is a barrier to broader dissemination of such curricula.42,43”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [42]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [43]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
In one national study in Ireland, two-thirds of medical students received no training in AI.
“In one national study in Ireland, two-thirds of medical students received no training in AI, and over 40% had never heard of the term”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [25]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
Without adequate training, AI could create similar strains on clinician-patient relationships as EHRs.
“Without adequate training, AI could create similar strains on relationships.”
Quote in the paperSubstantial claim - Premisecitation
In the United States, family medicine milestones call for residents to use information technology.
“In the United States, family medicine milestones call for residents to use information technology.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [18]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Electronic health records have demonstrated that entering data during visits adversely affects the flow of conversation, attention paid to emotional issues, trust, and patient satisfaction.
“Electronic health records have demonstrated that entering data during visits adversely affects the flow of conversation, attention paid to emotional issues, trust, and patient satisfaction.34”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [34]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
One systematic review on EBM curricula found that there was no validated tool to assess these curricula.
“one systematic review on EBM curricula found that no studies assessed the influence of these curricula on patient outcomes, that there was no validated tool to assess these curricula, and that a lack of EBM teachers is a barrier to broader dissemination of such curricula.42,43”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [42]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [43]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Classified as probably not a substantial claim. 20
- May combine two claims. 9
Probably not a substantial claim: may not pass S1 (asserted).
PremisecitationAI can magnify existing biases.
“critics argue that AI can magnify existing biases, is not generalizable, and degrades over time.[5][6][7][8]”
Quote in the paperNot a substantial claim0 of 4 sources checked- cites [5]
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- cites [6]
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- cites [7]
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- cites [8]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningInattention to primary care training in the use of AI-based tools risks imposing harm and exacerbating inequalities.
“inattention to primary care training in the use of AI-based tools risks the opposite effects, imposing harm and exacerbating inequalities.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe impact of AI-based tools on the Quintuple Aim will depend heavily on the decisions and skills of primary care clinicians.
“The impact of AI-based tools on these aims will depend heavily on the decisions and skills of primary care clinicians”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningIntegrating the proposed AI competencies into family medicine training will not be straightforward because of the breadth of knowledge already incorporated into family medicine training and the constantly changing technological landscape.
“Integrating these competencies will not be straightforward because of the breadth of knowledge already incorporated into family medicine training and the constantly changing technological landscape.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenEven incremental increases in AI-relevant training may be beneficial.
“Nonetheless, even incremental increases in AI-relevant training may be beneficial”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).
PremisecitationAI is not generalizable.
“critics argue that AI can magnify existing biases, is not generalizable, and degrades over time.[5][6][7][8]”
Quote in the paperNot a substantial claim0 of 4 sources checked- cites [5]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [6]
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- cites [7]
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- cites [8]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
InterpretationreasoningIf AI-based tools prove beneficial, their adoption has important implications for equity.
“If these tools prove beneficial, their adoption has important implications for equity.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationClinicians are calling for more training because they feel ill-prepared to thrive within this digital future.
“clinicians are calling for more training because they feel ill-prepared to thrive within this digital future.23”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [23]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
PremisecitationPrimary care clinicians need additional knowledge and skills so that AI can support the primary care functions of continuity, coordination, timeliness, and comprehensiveness.
“our workforce needs additional knowledge and skills so that AI can support the primary care functions of continuity, coordination, timeliness, and comprehensiveness.3,10,11”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites [3]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [10]
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- cites [11]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationFollowing the expansion of virtual care during the COVID-19 pandemic, professional societies have published competencies to guide telehealth training.
“Following the expansion of virtual care during the COVID-19 pandemic, professional societies have published competencies to guide telehealth training.19,20”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [19]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [20]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningUltimately, only a small percentage of primary care clinicians will become expert users.
“Ultimately, only a small percentage of primary care clinicians will become expert users”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationcitationThese findings highlight the need to adapt AI curricula to primary care.
“These findings highlight the need to adapt AI curricula to primary care.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable). May combine two claims.
InterpretationreasoningWithout training, the goal of using AI to advance the Quintuple Aim will not be achieved, risking harm instead of intended benefits.
“Without training, this goal will not be achieved, risking harm instead of the intended benefits.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationcitationAI will become more widespread, with tools progressing from the development to the evaluation, validation, and monitoring phases.
“we anticipate that AI will become more widespread, with tools progressing from the development to the evaluation, validation, and monitoring phases.36”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [36]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationPatients in resource-poor communities may lack access to the requisite technology, which can exacerbate disparities similar to how telehealth use varied during the COVID-19 pandemic.
“Patients in resource-poor communities may lack access to the requisite technology, 31 which can exacerbate disparities similar to how telehealth use varied during the COVID-19 pandemic.32”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [31]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based). May combine two claims.
InterpretationreasoningPatient safety will be compromised, and clinicians will become dissatisfied, leading to higher costs, greater fragmentation, and more burnout.
“Patient safety will be compromised, and clinicians will become dissatisfied, leading to higher costs, greater fragmentation, and more burnout.”
Quote in the paperNot a substantial claim- Rests on an assumption: AI-based tools will be deployed without rigorous evaluation and created absent specification for the unique needs of primary care.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
InterpretationreasoningThese competencies will change over time and must be tailored to the local context.
“Second, these competencies will change over time and must be tailored to the local context.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPrimary care is the largest health care delivery platform in the United States.
“Training in AI is essential for primary care, the United State's largest health care delivery platform.12”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [12]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).
Interpretationnone givenThe specific AI-based tools presented to students may differ based on the prevalence of diseases, the high-priority problems, and the resources available within communities.
“the specific AI-based tools presented to students may differ based on the prevalence of diseases, the high-priority problems, and the resources available within communities.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationIncorporating EBM into primary care required customization, with primary care educators emphasizing the importance of patient-oriented evidence, information mastery, and primary care research methods.
“Incorporating EBM into primary care required customization, with primary care educators emphasizing the importance of patient-oriented evidence, information mastery, and primary care research methods.41”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [41]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).
PremisecitationAI degrades over time.
“critics argue that AI can magnify existing biases, is not generalizable, and degrades over time.[5][6][7][8]”
Quote in the paperNot a substantial claim0 of 4 sources checked- cites [5]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [6]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [7]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [8]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationInterpreting poorly organized data streams in primary care is demanding and a source of burnout.
“Interpreting these poorly organized data streams is demanding and a source of burnout.13”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [13]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
AI-based tools will be deployed without rigorous evaluation and created absent specification for the unique needs of primary care.
“AI-based tools will be deployed without rigorous evaluation and created absent specification for the unique needs of primary care.”
The paper relies on this without support.
Little has been done to operationalize requirements that face important revisions in 2022.
“Little has been done, however, to operationalize requirements that face important revisions in 2022.18”
The paper relies on this without support.
Some AI approaches (such as neural networks) prioritize accuracy over explainability.
“Similarly, some AI approaches (such as neural networks) prioritize accuracy over explainability.”
The paper relies on this without support.
The technology needed to use AI-based tools will inevitably fail.
“Furthermore, the technology needed to use AI-based tools will inevitably fail.”
The paper relies on this without support.
The application of any technology comes with unintended consequences.
“Lastly, the application of any technology comes with unintended consequences.”
The paper relies on this without support.
Some professional societies, such as ABAIM and AMIA, have foundational curricula that can be adapted for primary care.
“Some professional societies, such as ABAIM and the American Medical Informatics Association (AMIA), have foundational curricula that can be adapted for primary care.”
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Desai, S., Mostaghimi, A., & Nambudiri, V. E. (2020) · Journal of the American Medical Informatics Association · doi:10.1093/jamia/ocaa173 · Cited by 26 · cited 1× · see citing works
“37,38 Ultimately, only a small percentage of primary care clinicians will become expert users, for it is not necessary to teach all clinicians to build machine learning models in the same way that it is not required for all clinicians to know the intricacies of how a magnetic resonance imaging…”
BackgroundDevelopment of a core competency framework for clinical informatics
Davies, A., Mueller, J., Hassey, A., & Moulton, G. (2021) · BMJ Health & Care Informatics · doi:10.1136/bmjhci-2021-100356 · Cited by 21 · cited 1× · see citing works
“37,38 Ultimately, only a small percentage of primary care clinicians will become expert users, for it is not necessary to teach all clinicians to build machine learning models in the same way that it is not required for all clinicians to know the intricacies of how a magnetic resonance imaging…”
BackgroundAbility of an information mastery curriculum to improve residents' skills and attitudes.
Shaughnessy, A. F., Gupta, P. S., Erlich, D. R., et al. (2012) · PubMed · Cited by 20 · see citing works
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Self-citationThe Case for the 4-Year Residency in Family Medicine
Douglass, A. B. (2021) · Family Medicine · doi:10.22454/fammed.2021.750646 · Cited by 9 · cited 1× · see citing works
“35 For programs that remain at 3 years, training in AI can be integrated into existing sessions on health informatics or EBM.”
BackgroundSTFM TASK FORCE RELEASES LEARNING OBJECTIVES FOR NATIONAL TELEMEDICINE CURRICULUM
Brazelton, T. (2021) · The Annals of Family Medicine · doi:10.1370/afm.2665 · Cited by 8 · see citing works
Flagged first, then by citations
Research works printed but not linked: 1
- ANNALS OF FAMILY MEDICINE ✦ WWW.ANNFAMMED.ORG ✦ VOL. 20, NO. 6 ✦ NOVEMBER/DECEMBER 2022
Cited by
Sorted by citations
A scoping review of artificial intelligence in medical education: BEME Guide No. 84
Gordon, M., Daniel, M., Ajiboye, A., Uraiby, H., Xu, N. Y., Bartlett, R., Hanson, J., Haas, M., Spadafore, M., Grafton-Clarke, C., et al. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2314198 · Cited by 543 · see citing works
Artificial intelligence in medical education - perception among medical students
Jackson, P., Ponath Sukumaran, G., Babu, C., Tony, M. C., Jack, D. S., Reshma, V. R., Davis, D., Kurian, N., & John, A. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05760-0 · Cited by 185 · see citing works
“…with patients regarding the why and how of the use of AI tools, privacy and confidentiality questions that patients may raise during patient physician interactions, and understand the emotional, trust or patient satisfaction issues that may arise because of use of AI in health care [38].”
BackgroundAI in the Health Sector: Systematic Review of Key Skills for Future Health Professionals
Gazquez-Garcia, J., Sánchez-Bocanegra, C. L., & Sevillano, J. L. (2025) · JMIR Medical Education · doi:10.2196/58161 · Cited by 94 · see citing works
Yousefi, F., Dehnavieh, R., Laberge, M., Gagnon, M.-P., Ghaemi, M. M., Nadali, M., & Azizi, N. (2025) · BMC Primary Care · doi:10.1186/s12875-025-02785-2 · Cited by 48 · see citing works
“Enhancing acceptance and adaptation strategies [74, 82, 85, 90, 91, 95, 97, 100, 104, 108, 112, 121, 128, 133, 139, 157] is equally vital, as AI adoption in PHC depends not only on technological advancements but also on public trust, physician confidence, and ethical oversight.”
Influentialvan Kooten, M. J., Tan, C. O., Hofmeijer, E. I. S., van Ooijen, P. M. A., Noordzij, W., Lamers, M. J., Kwee, T. C., Vliegenthart, R., & Yakar, D. (2024) · Insights into Imaging · doi:10.1186/s13244-023-01595-3 · Cited by 44 · see citing works
“A recent study identified six competencies for physicians using AI tools in healthcare: foundational knowledge, critical appraisal, medical decision-making, technical use, patient communication, and awareness of unintended consequences [20].”
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Gin, B. C., O’Sullivan, P., Hauer, K. E., Abdulnour, R.-E. E., Mackenzie, M. E., ten Cate, O., & Boscardin, C. (2024) · Academic Medicine · doi:10.1097/acm.0000000000005930 · Cited by 42 · see citing works
Jacobs, S. M., Lundy, N. N., Issenberg, S. B., & Chandran, L. (2023) · JMIR Medical Education · doi:10.2196/50903 · Cited by 33 · see citing works
“While there are widespread calls to evaluate the potential implications of AI in medical practice and medical education [9,10,13-16], there are no papers, to our knowledge, that directly apply these positions to the current UME frameworks of instruction.”
BackgroundGenerative artificial intelligence: implications for biomedical and health professions education
Hersh, W. (2025) · Annual Review of Biomedical Data Science · doi:10.1146/annurev-biodatasci-103123-094756 · Cited by 28 · see citing works
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“Similarly, Liaw et al. [31] propose competencies to be included in medical education and training for the effective deployment of AI-based tools in primary care.”
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“Documents related to the health area (Lamberti et al., 2019; McNamara et al., 2019; Shorey et al., 2019; Rajadhyaksha, 2020; Zhao et al., 2020; Cheng et al., 2022; Creed et al., 2022; Liaw et al., 2022; Lokala et al., 2022; Shah et al., 2023), industry (Barykin et al.”
BackgroundThe Hazards of Using ChatGPT: A Call to Action for Medical Education Researchers
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Self-citationReimagining healthcare education through nurturing AI-driven innovation
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“The inclusion of AI within evidence-based medicine (EBM), clinical reasoning, or digital health competencies helps normalise its presence and reinforce its legitimacy within core training structures [20, 29].”
Artificial Intelligence (AI) and the future of Iran’s Primary Health Care (PHC) system
Dehnavieh, R., Inayatullah, S., Yousefi, F., & Nadali, M. (2025) · BMC Primary Care · doi:10.1186/s12875-025-02773-6 · Cited by 13 · see citing works
“Raising awareness and preparing for AI’s benefits while minimizing adverse effects is critical [88] considering past, present, and future conditions.”
Tolentino, R., Hersson-Edery, F., Yaffe⃰, M. J., & Rahimi, S. A. (2025) · JMIR Medical Education · doi:10.2196/66828 · Cited by 21 · see citing works
“This term has been used in previous literature on AI in the context of family medicine training [20,30].”
InfluentialA Competency Framework for Medical AI Education: Mixed Methods Study
Cai, C., Zhu, G., Zhou, S., Ng, O., Duell, J., Ho, W. K., Chen, D. M., Lee, B. T. K., Li, F., Liu, S., et al. (2026) · JMIR Medical Education · doi:10.2196/91116 · Cited by 9 · see citing works
“Moreover, proposed health care–related AI competencies are often limited to specific specialties, educational levels, or traditional AI technologies [13,15].”
Howley, L. D., & Whelan, A. J. (2025) · Academic Medicine · doi:10.1097/acm.0000000000006103 · Cited by 11 · see citing works
Implementing Artificial Intelligence in Family Medicine: Challenges and Limitations
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“Regardless of the successful performance of machine learning tools in medical practice, the aforementioned concerns, especially in under-trained practitioners, overshadow the acceptance and integration of AI in primary health care [14].”
Scott, I. A., Shaw, T. J., Slade, C., Wan, T. T., Barmanray, R., Coorey, C. P., Johnson, S. L., Bell, L. M., Herd, M., & Sullivan, C. M. (2025) · Internal Medicine Journal · doi:10.1111/imj.70112 · Cited by 8 · see citing works
Artificial Intelligence in Medical Education- Perception Among Medical Students
Jackson, P., S, G. P., Babu, C., Tony, C., Jack, D. S., Davis, D., R, R. V., Kurian, N., & John, A. (2024) · doi:10.21203/rs.3.rs-3833999/v1 · Cited by 187 · see citing works
Advancing AI Literacy in Medical Education: A Medical AI Competency Framework Development
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Artificial Intelligence and Competency‐Based Education: A Rapid Scoping Review
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“Secondly, proficiency in digital healthcare systems and the integration of Internet of Medical devices is required to enhance service efficiency (38).”
Qunaibi, E. A., Al‐Qaaneh, A. M., Ismail, B. F., Muhidat, H. I., Rageh, F. S., Musallam, N. A., & Fawzy, A. K. (2026) · JMIR Medical Education · doi:10.2196/75534 · Cited by 3 · see citing works
“The situation is even more critical for primary care physicians, as Liaw et al [16] have highlighted the lack of attention given to training primary care physicians in the use of AI-based tools and emphasized the necessity of such training to maximize benefits and minimize potential harms.”
Bella, S. L., Rebollo-Giménez, A. I., Aouad, K., Gupta, L., Kragstrup, T. W., Bayraktar, D., Davergne, T., Cangelosi, D., Hügle, T., Knitza, J., et al. (2026) · EULAR Rheumatology Open · doi:10.1016/j.ero.2026.03.001 · Cited by 4 · see citing works
Educational Frameworks for Diagnostic Decision-Making in AI-Enhanced Head and Neck Pathology
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Exploring Artificial Intelligence and the Future of Primary Care
Gilfoyle, M., Bosworth, K. T., Adesanya, T. M. A., Chisholm, A., Ohioma, M., Ringwald, B. A., Warpinski, C., Kueper, J. K., & Liaw, W. R. (2024) · The Annals of Family Medicine · doi:10.1370/afm.3112 · Cited by 3 · see citing works
Self-citationClinicians in the Loop of Medical AIPreprint
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The Role of Artificial Intelligence in Workforce Adaptation and Skill Development
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Artificial Intelligence in the Health Sector: Key Skills for Future Health Professionals. (Preprint)Preprint
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Revolutionizing Intensive Care Unit Care
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Clinical decision-making and artificial intelligence: The role of large language models in medicine
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The Future of Artificial Intelligence and Artificial Intelligence in Primary Care
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Artificial Intelligence (AI) in Patient–Healthcare Relationships: Psychosocial Perspective
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“Barriers stated in our study support the existing literature, 5,9,14,15 indicating that a lack of knowledge is a central barrier in AI implementation in primary care.”
AI literacy in healthcare organisations: implementing article 4 of the EU AI Act with M-SHALF
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“Fourth, fundamental knowledge encompasses the foundational understanding required to comprehend AI’s operational mechanisms, serving as a prerequisite for advanced learning [14].”
Changaris, M., & Niameh, F. V. (2026) · Frontiers in Digital Health · doi:10.3389/fdgth.2026.1761009 · Cited by 1 · see citing works
“AI-generated content requires clinician verification and transparent patient disclosure when included in the record (67).”
Physicians in the era of technology-enabled diagnostics
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“Medical education needs to evolve to meet these needs 6 .”
BackgroundLa inteligencia artificial y la formación continuada de los médicos de familia
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AAFP Well-Being Activities Expand Focus on Leadership and DEIB
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Artificial Intelligence and Primary Care: A Scoping Review (Preprint)Preprint
Katonai, G., Árvai, N., & Meskó, B. (2024) · doi:10.2196/preprints.65950
The Five Finger Framework: Development and Rationale
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Developing Tools and Assessments to Evaluate Healthcare Professionals' AI Competencies
Torres-Zambrano, G. M. (2024) · Advances in medical technologies and clinical practice book series · doi:10.4018/979-8-3693-4422-4.ch005
Knowledge and Approaches to Family Medicine Assistants’ Artificial Intelligence
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Controversies in Family Medicine Education
Gravel, J. W., Garrison, C., & Hofmeister, S. (2025) · Springer eBooks · doi:10.1007/978-3-031-70741-4_42
Supporting quadruple aim in primary care using artificial intelligence
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Adapting data science competencies by role and purpose: Voice AI
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“First, we reviewed and synthesized multiple frameworks, including the EDISON Data Science Framework (17), AMIA informatics competencies (9), and recent AI competencies for clinicians (12, 13) (18).”
ARTIFICIAL INTELLIGENCE IN PRIMARY CARE - THREAT OR SUPPORT FOR THE GENERAL PRACTITIONER?
Mączka, E., Strużek, K., Kwiatkowska, A., Tracz, W., Świercz, P., Teper, K., Khiralla-Gawlik, S., Strzelecka, A. A., Basak, A. E., & Jarosz, J. G. (2025) · International Journal of Innovative Technologies in Social Science · doi:10.31435/ijitss.3(47).2025.3684
“For example, patients with chronic heart disease can use devices to monitor vital signs, and this data is sent to the AI system, which analyses it in real time and sends alerts to the doctor if the parameters are out of normal [9][17].”
Metaverso in sanità: prospettive future e la sperimentazione in Toscana Sud Est
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Training and Education for AI in Health Care
Hirosawa, T. (2025) · Springer eBooks · doi:10.1007/978-981-95-4338-0_14
Cai, C., Zhu, G., Zhou, S., Ng, O., Duell, J., Ho, W. K., Chen, D. M., Lee, B. T. K., Li, F., Liu, S., et al. (2026) · doi:10.2196/preprints.91116
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“24 25 The importance of formal digital health education in postgraduate training has become more evident since the COVID-19 pandemic, which accelerated the adoption of virtual consultations and remote care modalities.”
AI in Primary Care: Insights from Family Physicians
Callebaut, D., & Trigo, A. (2025) · Health Informatics and Knowledge Management Conference (HIKM) · doi:10.1145/3774816.3774818
“Several authors recommend integrating these topics into pre-and post-graduate curricula, emphasizing not only technological proficiency but also ethical and communicative competencies [30, 40].”
SKILLS FOR TOMORROW’S HEALTHCARE: A STUDY ON HEALTHCARE PROFESSIONALS
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“This approach promotes the effective AI application in public health while enhancing ethical and practical skills [12], [13].”
The Role of Artificial Intelligence in Primary Care: A Systematic literature review
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A Behavioral Health Practitioner’s Primer for the Use of Artificial Intelligence (AI)
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Competence before Confidence in Pharmacist Use of Generative Artificial Intelligence
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Gao, Z., Liu, D., He, Y., Zhao, Y., Zuo, Y., Zhang, J., & Zheng, J. (2026) · JMIR Medical Informatics · doi:10.2196/74339
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Hilty, D. M., ELNahas, G., Mphil, S. J., Mucić, D., Vukojević, J., Halbreich, U. M., Riese, H., Gentry, M. T., Gkouvas, N., Gaur, V., et al. (2026) · Journal of Technology in Behavioral Science · doi:10.1007/s41347-026-00708-1
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Perle, J. G. (2026) · Mental Health and Digital Technologies · doi:10.1108/mhdt-04-2026-0024
Cheng, H. Y., & Schoen, S. (2026) · Journal of Primary Care & Community Health · doi:10.1177/21501319261488481
Synthesising Generative Artificial Intelligence Competency Domains for Medical Education Faculty
Meyers, P., & Miller, C. (2026) · The Clinical Teacher · doi:10.1111/tct.70532 · Cited by 1 · see citing works
Dargél, A., Tanya, T., Backstein, L., Lin, Z., Zayadi, A. A., Li, K. Y., & Rothwell, D. (2026) · doi:10.2196/preprints.110915
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“A continuous learning is required to keep up with technical developments and to adapt competencies accordingly [65].”
- Authors
- Liaw, W., Kueper, J. K., Lin, S., Bazemore, A., & Kakadiaris, I.
- Affiliations
- University of Houston (US)
- Western University (CA)
- Stanford Health Care (US)
- Venue
- The Annals of Family Medicine
- Publisher
- Annals of Family Medicine
- Published
- 2022-11
- Volume
- 20
- Issue
- 6
- Pages
- 559-563
- ISSN
- 1544-1709 (ISSN-L)
- 1544-1717
- PMC
- PMC9705044
- OpenAlex
- W4310460542
- Semantic Scholar
- f91034c0771a3517968fc6428f23ee04cccc236d
- Cited by
- 83
- References
- 32
- Citations by year
- 2026: 27 · 2025: 33 · 2024: 15 · 2023: 8
- FWCI
- 3.05
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Annals of Family Medicine (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (submittedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- artificial intelligence in healthcare, primary care, clinician competence, medical education, Quintuple Aim, clinical decision-making, patient communication, unintended consequences of AI, family medicine education, health equity
- MeSH terms
- Clinical Decision-Making, Artificial Intelligence, Communication, Humans, Primary Health Care, Technology
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-23.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-23.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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