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PreprintCited by 3Artificial Intelligence in Healthcare and EducationInnovations in Medical EducationEthics and Social Impacts of AI

"Integrating Artificial Intelligence Ethics Education into the Undergraduate Medical Curriculum - a Scoping Review." (Preprint)

Open access
Micallef Grimaud, Lisa, Gathu, Catherine·2024·JMIR Medical Education
DOI 10.2196/preprints.57746
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Abstract

BACKGROUND: Artificial intelligence (AI) is playing an integral and revolutionary role in various facets of medicine. Clinical proficiency and ethical competency are deeply interlinked and a reform in the undergraduate medical curriculum to integrate AI ethics is imperative to equip medical students with the confidence and essential competencies to ensure the safe and ethical use of AI tools. OBJECTIVE: This scoping review aimed to map the key concepts related to the integration of AI ethics into the undergraduate medical curriculum, including the rationale for curricular reform, recommended strategies, and challenges involved, whilst identifying gaps in the literature. METHODS: The method employed was based on Arksey and O’Malley’s framework for scoping reviews. A literature search was conducted using well-established search engines and the grey literature was also searched. Articles were screened and selected according to eligibility criteria, which included reviews in the English language published between 2013 and 2023. Data was extracted using an iterative process, followed by thematic analysis. RESULTS: Most reviews addressed the importance of AI ethics integration in medical education, simultaneously highlighting the current gap in the curriculum. Curricular reform was addressed in several reviews as were pedagogical considerations, most reviews favouring the longitudinal integration of AI ethics. Finally, many reviews addressed the challenges and barriers that such curricular reform faces. CONCLUSIONS: The concept of medical professionalism needs to encompass the ethical implications of AI. Whilst many studies defined the desired competencies related to AI ethics in the curriculum, there is a need for a structured, validated framework, supported by high quality research. There is a paucity in the literature with regards to identification of learning outcomes as well as assessment and accreditation procedures, which also need to adapt. Overcoming the challenges facing curricular change requires the engagement and commitment of all stakeholders, with medical students also playing a role in this reform.

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  • A lack of empirical research and foundational definitions of AI ethics was noted as a barrier to guiding curriculum development.

    “A lack of empirical research and foundational definitions of AI ethics was noted as a barrier to guiding curriculum development [190, 195, 198–200].”

    From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [199]

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Authors
Micallef Grimaud, L., & Gathu, C.
ORCID
Venue
JMIR Medical Education
Publisher
JMIR Publications Inc.
Published
2024-02-25
ISSN
2369-3762 (ISSN-L)
DOI
10.2196/preprints.57746
OpenAlex
W4401690234
Cited by
3
References
73
Citations by year
2026: 1 · 2025: 2
FWCI
0.28
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
JMIR Medical Education (publishedVersion, cc-by)
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
  • Social Sciences › Safety Research › Ethics and Social Impacts of AI
Keywords
AI ethics, medical ethics education, undergraduate medical curriculum, artificial intelligence in healthcare, medical students

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