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Cited by 133Artificial Intelligence in Healthcare and EducationInnovations in Medical EducationEthics and Social Impacts of AI

Teaching AI Ethics in Medical Education: A Scoping Review of Current Literature and Practices

Open access
Weidener, Lukas, Fischer, Michael·2023·Perspectives on Medical Education
DOI 10.5334/pme.954PMC PMC10588522
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Abstract

Introduction: The increasing use of Artificial Intelligence (AI) in medicine has raised ethical concerns, such as patient autonomy, bias, and transparency. Recent studies suggest a need for teaching AI ethics as part of medical curricula. This scoping review aimed to represent and synthesize the literature on teaching AI ethics as part of medical education. Methods: The PRISMA-SCR guidelines and JBI methodology guided a literature search in four databases (PubMed, Embase, Scopus, and Web of Science) for the past 22 years (2000-2022). To account for the release of AI-based chat applications, such as ChatGPT, the literature search was updated to include publications until the end of June 2023. Results: 1384 publications were originally identified and, after screening titles and abstracts, the full text of 87 publications was assessed. Following the assessment of the full text, 10 publications were included for further analysis. The updated literature search identified two additional relevant publications from 2023 were identified and included in the analysis. All 12 publications recommended teaching AI ethics in medical curricula due to the potential implications of AI in medicine. Anticipated ethical challenges such as bias were identified as the recommended basis for teaching content in addition to basic principles of medical ethics. Case-based teaching using real-world examples in interactive seminars and small groups was recommended as a teaching modality. Conclusion: This scoping review reveals a scarcity of literature on teaching AI ethics in medical education, with most of the available literature being recent and theoretical. These findings emphasize the importance of more empirical studies and foundational definitions of AI ethics to guide the development of teaching content and modalities. Recognizing AI's significant impact of AI on medicine, additional research on the teaching of AI ethics in medical education is needed to best prepare medical students for future ethical challenges.

Verified 2026-10-10 · 1 reference not checked yet

AI snapshot

Written from the paper’s full text.

TL;DR

This scoping review synthesizes 12 publications on teaching AI ethics in medical education and finds the literature is scarce, recent, and mostly theoretical. All included publications recommend teaching AI ethics in medical curricula, but only two specifically focus on it.

Key findings

  • The search identified 1384 publications initially; after screening, 10 publications were included from the initial search, and an updated search added 2 more, for a total of 12 publications.
  • All 12 publications recommended teaching AI ethics in medical curricula due to AI’s potential implications in medicine; only 2 publications specifically focused on teaching AI ethics in medical education.
  • Recommended teaching content included data protection (half of included publications), liability (4 publications), and ethical challenges such as bias, informed consent, safety, transparency, patient privacy, and allocation; case-based teaching using real-world examples was recommended in 5 publications.
  • Only 1 of the 12 included publications provided a definition of AI ethics, and the authors propose a more specific definition of “medical AI ethics” for teaching and implementation.

Methods

  • Scoping review following PRISMA-ScR guidelines and JBI methodology; databases searched were PubMed, Embase, Scopus, and Web of Science.
  • Initial search covered 2000–2022, with an updated search in July 2023 to include publications until the end of June 2023; inclusion required English or German language and an accessible abstract.
  • Data were extracted into Microsoft Excel on first author, year, title, study type, rationale for teaching AI ethics, recommended teaching content, teaching modalities, and curricular integration.

Limitations

  • The paper states limitations including limited search terms and databases, only English publications included (no German publications identified), only 12 publications identified with only 2 focused on teaching AI ethics, and likely extensive changes due to rapid AI developments.
  • The paper notes no scoping review protocol was published in advance.
  • The text makes evident that most included publications were commentaries or viewpoints, with limited empirical evaluation and inconsistent definitions of AI and AI ethics.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.5334/pme.954

Cites

51 of 52 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 77 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    All publications included in the first analysis were published in the last four years (2018-2022).

    “Despite the initial search period of 22 years (2000–2022), all publications included in the first analysis were published in the last four years (2018: n = 1; 2019: n = 2; 2020: n = 1; 2021: n = 4; 2022: n = 2).”
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    After removing duplicates (n = 616), and screening, 10 publications remained.

    “After removing duplicates (n = 616), and screening 10 publications remained.”
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  • Findingcitation

    Three of the four publications that do not specify teaching content propose broadly addressing general ethical problems and challenges that the use of AI in medicine may pose.

    “Instead, three of the four publications propose broadly addressing general ethical problems and challenges that the use of AI in medicine may pose [434648].”
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    Four publications do not specify possible teaching content for AI ethics.

    “Four publications do not specify possible teaching content for AI ethics [43464850].”
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  • Findingown data

    Except for two studies, the publications identified during the initial literature search focused on the integration and teaching of AI within medical curricula, without an emphasis on AI ethics.

    “Except for two studies [4749], the publications identified during the initial literature search focused on the integration and teaching of AI within medical curricula, without an emphasis on AI ethics.”
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    Findingreasoning

    Two additional publications were included in the subsequent analysis, resulting in a total of 12 publications.

    “Consequently, two additional publications were included in the subsequent analysis, resulting in a total of 12 publications.”
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    The initial database search retrieved 1382 publications.

    “The initial database search (January 2023) retrieved 1382 publications.”
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    Findingown data

    The updated literature search identified 189 additional publications.

    “In the updated literature search (July 2023), 189 additional publications were identified.”
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    By manual search, two additional publications were identified and included in the selection process.

    “By manual search, two additional publications were identified and included in the selection process.”
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    Two of the publications included in the first analysis were published by the same first author.

    “Two of the publications here were published by the same first author [4243].”
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    After reviewing titles and abstracts, the full texts of 17 articles were further evaluated.

    “After reviewing the titles and abstracts, the full texts of 17 articles were further evaluated.”
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    Based on prespecified exclusion criteria, 15 publications were excluded owing to a lack of thematic focus.

    “Based on the prespecified exclusion criteria, 15 publications were excluded owing to a lack of thematic focus (e.g., publications regarding the impact of ChatGPT on medical education).”
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    Findingnone given

    There is unanimity among the authors regarding the expected significant impact that the use of AI in medicine will bring.

    “There is unanimity among the authors regarding the expected significant impact that the use of AI in medicine will bring.”
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    Findingcitation

    The expected significant impact of AI in medicine brings various ethical challenges, such as the potential loss of empathy in the doctor-patient relationship and changes in the structure of trust.

    “The expected significant impact of AI in medicine also brings various ethical challenges, such as the potential loss of empathy in the doctor-patient relationship and changes in the structure of trust [4245].”
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    Given the lack of guidelines on the use of AI in medicine and associated ethical challenges, medical education is recommended to consistently include teaching on the ethical aspects of AI.

    “Given the lack of guidelines on the use of AI in medicine and the associated ethical challenges, it is recommended that medical education consistently include teaching on the ethical aspects of AI [434651].”
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    • Rests on an assumption: There is a lack of guidelines on the use of AI in medicine.

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    Findingcitation

    Katznelson et al. present six specific ethical challenges ('informed consent', 'bias', 'safety', 'transparency', 'patient privacy', and 'allocation') that should be addressed as part of medical school teaching and student training.

    “Katznelson et al. not only illustrate the relevance of teaching ethics on AI but also present six specific ethical challenges (‘informed consent’, ‘bias’, ‘safety’, ‘transparency’, ‘patient privacy’, and ‘allocation’) that should be addressed as part of medical school teaching and student training [47].”
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    • cites [47] 2021, The need for health AI ethics in medical school education, Adv Health Sci Educ Theory Pract source

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    Quinn et al. echo the possible teaching content defined by Katznelson et al. on the ethics of AI as part of medical school teaching and illustrate its relevance.

    “Quinn et al. also echo the possible teaching content defined by Katznelson et al. on the ethics of AI as part of medical school teaching and illustrate its relevance.”
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    Findingcitation

    Rethinking the teaching of ethics is recommended to prepare medical students for the complex ethical issues that may arise between patients, caregivers, and AI.

    “Rethinking the teaching of ethics is recommended to prepare medical students for the complex ethical issues that may arise between patients, caregivers, and AI [23].”
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    • cites [23] 2019, Reimagining Medical Education in the Age of AI, AMA J Ethics source

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    The authors of these publications do not provide further information about their definition of general ethical problems or challenges.

    “The authors of these publications do not provide further information about their definition of general ethical problems or challenges [434648].”
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    McCoy et al. recommend the promotion of an understanding of fairness, transparency, and responsibility regarding the use of AI, similar to the established principles of medical ethics outlined by Beauchamp and Childress, including beneficence, justice, autonomy, and non-maleficence.

    “In their publication, McCoy et al. recommend the promotion of an understanding of fairness, transparency, and responsibility regarding the use of AI, similar to the established principles of medical ethics outlined by Beauchamp and Childress, including beneficence, justice, autonomy, and non-maleficence [2236].”
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    Wartman et al. highlight empathy as a cornerstone of teaching and curriculum development on AI.

    “Wartman et al. highlight empathy as a cornerstone of teaching and curriculum development on AI [23].”
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    • cites [23] 2019, Reimagining Medical Education in the Age of AI, AMA J Ethics source

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    One publication proposes that a discussion on ethics regarding the use of AI be taught in the clinical years, with no further specification.

    “While a discussion on ethics regarding the use of AI is proposed to be taught in the clinical years in one of these publications there was no further specification [50].”
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    • cites [50] Grounded in reality: artificial intelligence in medical education, JAMIA Open

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    The anticipated ethical implications of using AI in medicine, including issues related to bias and patient and physician autonomy, are identified as the basis for developing detailed teaching content on AI ethics in three of the included publications.

    “The anticipated ethical implications of using AI in medicine, including issues related to bias and patient and physician autonomy, are identified as the basis for developing detailed teaching content on AI ethics in three of the included publications which will be further examined in more detail [224749].”
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    Quinn et al. cite other possible teaching content based on fundamental ethical challenges and issues that may arise from the use of AI, such as ethical issues from overreliance on AI by users and potential interference with patient autonomy.

    “In addition, Quinn et al. cite other possible teaching content based on fundamental ethical challenges and issues that may arise from the use of AI such as the ethical issues that may arise from overreliance on AI by users and potential interference with patient autonomy [49].”
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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    Findingcitation

    Quinn et al. present a much less disruptive approach, intended to allow the integration of teaching ethical aspects of AI without significant changes to existing medical ones, and to allow simultaneous teaching of ethical and technical backgrounds to AI.

    “Quinn et. Al present a much less disruptive approach, which is intended not only to allow the integration of teaching ethical aspects of AI without significant changes to existing medical ones, but also to allow simultaneous teaching of ethical and technical backgrounds to AI [49].”
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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    Quinn et al. emphasize the need to understand the impact of AI on existing basic principles of medical ethics.

    “Quinn et al. further emphasize the need to understand the impact of AI on existing basic principles of medical ethics.”
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    Findingcitation

    Teaching as part of medical curricula should continue to address the ethical aspects that may arise from incorrect, absent, or abusive use of AI in medicine.

    “Teaching as part of medical curricula should continue to address the ethical aspects that may arise from incorrect, absent, or abusive use of AI in medicine [49].”
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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    This approach would involve a fundamental and radical rethinking of teaching in medicine to prepare for the expected impact of AI on the field.

    “This approach would involve a fundamental and radical rethinking of teaching in medicine to prepare for the expected impact of AI on the field [23].”
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    • cites [23] 2019, Reimagining Medical Education in the Age of AI, AMA J Ethics source

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    In the second step, 'readying lessons', previously defined teaching content needs to be aligned with existing modules in the field of ethics.

    “In the second step, ‘readying lessons’, previously defined teaching content needs to be aligned with existing modules in the field of ethics.”
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    In the fourth step, 'readying students', medical students are taught.

    “The fourth and final step, ‘readying students’, is intended to teach medical students.”
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    Findingcitation

    Wartman et al. advocate for a major overhaul of current medical curricula, emphasizing empathy and compassion and focusing on knowledge management rather than information acquisition and retention.

    “Wartman et al. advocate for a major overhaul of current medical curricula, emphasizing empathy and compassion and focusing on knowledge management rather than information acquisition and retention [23].”
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    • cites [23] 2019, Reimagining Medical Education in the Age of AI, AMA J Ethics source

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    In the first step, 'formulation', teaching content should be defined based on potential ethical problems and challenges.

    “In the first step, ‘formulation’, teaching content should be defined based on potential ethical problems and challenges.”
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    Findingcitation

    Quinn et al. propose four steps to integrate AI ethics teaching into medical curricula.

    “These authors propose four steps to integrate AI ethics teaching into medical curricula [49].”
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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    In the third step, 'readying staff', ethics instructors are provided with the technical knowledge to effectively communicate potential ethical issues and challenges posed by AI.

    “‘readying staff’, the third step, provides ethics instructors with the technical knowledge to effectively communicate potential ethical issues and challenges posed by AI.”
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    Findingcitation

    Recommendations on teaching modalities and the procedure for integrating the teaching of ethical aspects of AI vary based on the included publications.

    “Recommendations on teaching modalities and the procedure for integrating the teaching of ethical aspects of AI vary based on the included publications [4348].”
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    Findingown data

    Anticipated ethical challenges such as bias were identified as the recommended basis for teaching content in addition to basic principles of medical ethics.

    “Anticipated ethical challenges such as bias were identified as the recommended basis for teaching content in addition to basic principles of medical ethics.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    Case-based teaching using real-world examples in interactive seminars and small groups was recommended as a teaching modality.

    “Case-based teaching using real-world examples in interactive seminars and small groups was recommended as a teaching modality.”
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    Findingown data

    All 12 publications recommended teaching AI ethics in medical curricula due to the potential implications of AI in medicine.

    “All 12 publications recommended teaching AI ethics in medical curricula due to the potential implications of AI in medicine.”
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    Findingown data

    The updated literature search identified two additional relevant publications from 2023.

    “The updated literature search identified two additional relevant publications from 2023 were identified and included in the analysis.”
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    Findingown data

    Most of the available literature on teaching AI ethics in medical education is recent and theoretical.

    “This scoping review reveals a scarcity of literature on teaching AI ethics in medical education, with most of the available literature being recent and theoretical.”
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    Findingown data

    1384 publications were originally identified.

    “1384 publications were originally identified and, after screening titles and abstracts, the full text of 87 publications was assessed.”
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    Findingown data

    After screening titles and abstracts, the full text of 87 publications was assessed.

    “1384 publications were originally identified and, after screening titles and abstracts, the full text of 87 publications was assessed.”
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    Following the assessment of the full text, 10 publications were included for further analysis.

    “Following the assessment of the full text, 10 publications were included for further analysis.”
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    Findingcitation

    Case-based teaching using real-world examples of AI in clinical contexts and associated ethical challenges is recommended in five publications.

    “Case-based teaching using real-world examples of AI in clinical contexts and the associated ethical challenges is recommended in five publications [2242454647].”
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    The remaining ten publications emphasized the relevance of AI ethics in medical education but varied in their specification of possible teaching content and modalities.

    “The remaining ten publications emphasized the relevance of AI ethics in medical education but varied in their specification of possible teaching content and modalities [2223424344454648].”
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    The second publication identified in the updated literature search proposes teaching the ethics of AI in the clinical years based on discussions.

    “the ethics of AI is proposed to be taught in the clinical years based on discussions in the second one [50].”
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    Findingnone given

    Quinn et al. present concrete steps for integrating AI ethics teaching but do not specify possible teaching modalities for the respective teaching units.

    “While Quinn et al. present concrete steps for integrating the teaching of AI ethics in their publication, there is no specification of possible teaching modalities concerning the respective teaching units.”
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    Findingreasoning

    The practicability and implications of using expected ethical challenges from AI in medicine and Beauchamp and Childress's principles as a foundation for AI ethics teaching content have yet to be assessed in subsequent research.

    “While utilizing expected ethical challenges from AI in medicine, and Beauchamp and Childress’s principles of medical ethics, as a foundation for AI ethics teaching content seems beneficial, the practicability and implications for teaching AI ethics have yet to be assessed in subsequent research.”
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    The principles of medical ethics defined by Beauchamp and Childress are widely cited as the essential foundation of any teaching content.

    “The principles of medical ethics defined by Beauchamp and Childress are widely cited as the essential foundation of any teaching content [3644454749].”
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    Authors' recommendations for integrating AI ethics teaching range from fundamental restructuring of medical school teaching to integrative teaching of technical and ethical content without significant changes to existing curricula.

    “The authors’ recommendations for the best possible integration of teaching on the ethics of AI range from a fundamental restructuring of medical school teaching [22] to an integrative teaching of technical and ethical content on AI without the need for significant changes to existing curricula [49].”
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    • cites [22] 2020, NPJ Digit Med source

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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    Quinn et al. (2021) defined anticipated ethical challenges as the foundation of potential teaching content.

    “Similarly, Quinn et al. (2021) defined anticipated ethical challenges as the foundation of potential teaching content [49].”
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    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

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    Other significant challenges include overloaded medical curricula with no dedicated time for AI ethics and a lack of established standards for this emerging field.

    “Other significant challenges include overloaded medical curricula with no dedicated time for AI ethics, and a lack of established standards for this emerging field of study [4950].”
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    Findingcitation

    Although all included publications emphasize the relevance of teaching the ethics of AI, possible teaching was only concretized in three publications.

    “Although all publications included in the evaluation emphasize the relevance of teaching the ethics of AI, possible teaching was only concretized in three publications [434648].”
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    During the updated literature search, articles discussing the use of AI-based chat applications such as ChatGPT in medical education were discovered.

    “During the updated literature search, articles discussing the use of AI-based chat applications, such as ChatGPT, in medical education were discovered.”
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    Findingcitation

    Krive et al. proposed a four-week elective course on AI in medicine to be incorporated into the preclinical years, but suggested teaching AI ethics in clinical years without providing specifics.

    “For instance, while Krive et al. proposed a four-week elective course on AI in medicine to be incorporated into the preclinical years of medical education, they suggested teaching AI ethics in clinical years without providing specifics.”
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    Findingcitation

    Neither of the two new publications provides a clear definition of AI ethics or specific teaching content.

    “Both publications underscore the significance of ethics in the context of AI usage in medicine, with references to potential bias [50] and ethical principles concerning AI data utilization [51]; however, they fail to provide a clear definition of AI ethics or specific teaching content.”
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    • cites [50] Grounded in reality: artificial intelligence in medical education, JAMIA Open

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    • cites [51] 2023, Commentary: The desire of medical students to integrate artificial intelligence into medical education: An opinion article, Front. Digit. Health source

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    These articles underscored the anticipated substantial impact of AI-based chat applications on medical education.

    “Although these publications did not meet the predefined selection criteria due to insufficient focus on AI ethics, they underscored the anticipated substantial impact of AI-based chat applications on medical education [575859].”
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    Both new publications were published after November 2022 and after the launch of ChatGPT, but neither specifically mentions AI-based chat applications or ChatGPT.

    “Although both of these works were published after November 2022 and, thus, after the launch of ChatGPT, neither specifically mentions AI-based chat applications or ChatGPT.”
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    Findingcitation

    These articles did not meet the predefined selection criteria due to insufficient focus on AI ethics.

    “Although these publications did not meet the predefined selection criteria due to insufficient focus on AI ethics, they underscored the anticipated substantial impact of AI-based chat applications on medical education [575859].”
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    Findingcitation

    The evaluated publications recommend integration of practical and theoretical teaching content on AI ethics as well as teaching in interactive small groups and seminars.

    “Furthermore, the evaluated publications recommend the integration of practical and theoretical teaching content on AI ethics as well as teaching in interactive small groups and seminars [224548].”
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    Other authors advocate for introducing AI ethics during the clinical years, reasoning that students would have better comprehension of potential challenges and issues at this later stage.

    “while others advocate for its introduction during the clinical years, reasoning that students would have a better comprehension of the potential challenges and issues at this later stage [50].”
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    • cites [50] Grounded in reality: artificial intelligence in medical education, JAMIA Open

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    Findingcitation

    Quinn et al. proposed incorporating technical aspects of AI into the medical ethics segment of the curriculum, where ethicists trained in the basics of AI would serve as educators.

    “Quinn et al. proposed the idea of incorporating the technical aspects of AI into the medical ethics segment of the curriculum, where ethicists, once trained in the basics of AI, would serve as educators [49].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [49] 2021, Readying Medical Students for Medical AI: The Need to Embed AI Ethics Education

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Some authors propose introducing AI ethics in the preclinical phase in line with the conventional schedule for medical ethics instruction.

    “Some propose introducing AI ethics in the preclinical phase in line with the conventional schedule for medical ethics instruction [43444649]”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [43444649]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    The lack of precise recommended teaching content in the two newly identified publications aligns with the results of the initial literature search.

    “The lack of precise recommended teaching content in these two newly identified publications aligns with the results of the initial literature search.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Both new publications underscore the significance of ethics in the context of AI usage in medicine, with references to potential bias and ethical principles concerning AI data utilization.

    “Both publications underscore the significance of ethics in the context of AI usage in medicine, with references to potential bias [50] and ethical principles concerning AI data utilization [51]; however, they fail to provide a clear definition of AI ethics or specific teaching content.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [50] Grounded in reality: artificial intelligence in medical education, JAMIA Open

      Not checked in the free run.

    • cites [51] 2023, Commentary: The desire of medical students to integrate artificial intelligence into medical education: An opinion article, Front. Digit. Health source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Findingnone given

    There is currently a lack of a foundational definition of AI ethics.

    “Moreover, the results suggest that there is currently a lack of a foundational definition of AI ethics, which could be beneficial for guiding the creation of teaching content and modalities.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The findings underscore the recency, theoretical nature, and scarcity of the available literature on teaching AI ethics in medical education.

    “The findings underscore the recency, theoretical nature, and scarcity of the available literature on this topic.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    These novel ethical challenges include, but are not limited to, the transparency and explainability of provided medical information and the accessibility of the applications.

    “These include, but are not limited to, the transparency and explainability of the provided medical information and the accessibility of the applications [58].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [58] 2023, The Role of ChatGPT, Generative Language Models, and Artificial Intelligence in Medical Education: A Conversation with ChatGPT and a Call for Papers, JMIR Med Educ

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    No scoping review protocol was published in advance of the research.

    “No scoping review protocol was published in advance of the research.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    The present research was conducted based on the PRISMA-ScR guidelines and the JBI methodology for scoping reviews.

    “The present research was conducted based on the PRISMA-ScR guidelines as well as the methodological guidance for scoping reviews (JBI methodology) [4041].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [4041]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The publication and all associated research were approved by the ethical committee of the UMIT TIROL - Private University for Health Sciences and Health Technology.

    “The publication and all associated research have been approved by the ethical committee of the UMIT TIROL – Private University for Health Sciences and Health Technology.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Recent studies suggest a need for teaching AI ethics as part of medical curricula.

    “Recent studies suggest a need for teaching AI ethics as part of medical curricula.”
    • Also stated in: § Introduction · plain
      “current research on the topic recommends consistent and early teaching of future users [222324].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [222324]

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    The increasing use of AI in medicine has raised ethical concerns, such as patient autonomy, bias, and transparency.

    “The increasing use of Artificial Intelligence (AI) in medicine has raised ethical concerns, such as patient autonomy, bias, and transparency.”
    • Also stated in: § Introduction · plain
      “Ethical challenges also include issues related to patient autonomy, data privacy, and transparency [51421].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [51421]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Recurring themes of AI ethics are transparency, explainability, accountability, and fairness.

    “In addition to the principles of autonomy, non-maleficence, beneficence, and justice, recurring themes of AI ethics are for example transparency, explainability, accountability, and fairness [3738].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [3738]

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    Ethical challenges are expected to be the most important disadvantages of AI in medicine.

    “In addition to essential questions of user liability in the event of any errors in the use of AI-based applications in patient care or the security of patient data, ethical challenges are expected to be the most important [1617].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [1617]

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    Current research recommends consistent and early teaching of future users of AI in medicine.

    “Owing to the potential challenges posed by using AI in medicine, current research on the topic recommends consistent and early teaching of future users [222324].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [222324]

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    Teaching about the ethics of AI is broadly recommended.

    “In addition to imparting knowledge and fostering an understanding of AI in general, teaching about the ethics of AI is broadly recommended [242526].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [242526]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisereasoning

    The authors' understanding of AI and AI ethics is crucial for interpreting the results of studies on AI ethics teaching content.

    “As the authors’ understanding of AI and AI ethics is crucial to interpret the results of the respective studies, such as the recommended teaching contents, this review highlights the need for a common and clear understanding of these terms in the context of medical education.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The publication years of the two focused publications may imply limited awareness within the scientific community.

    “Both publications which focused on teaching AI ethics within medical education were published in 2021, which, in addition to recent research interest, may also imply limited awareness within the scientific community [4749].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [4749]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    Without standardization in AI ethics and related teaching content, the preparation of teaching staff and students will be significantly more difficult.

    “Although the complexity of AI and the novelty of the field of AI ethics seem to be leading factors regarding the difficulty to find sufficiently trained teaching staff, without standardization in terms of AI ethics and related teaching content, the preparation of teaching staff and students will be significantly more difficult.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given

    Reaching some level of agreement on core elements of AI ethics and related teaching content, at least at the national level, could contribute to comparability and standardization of medical education beyond individual institutions.

    “Nonetheless, reaching some level of agreement on the core elements of AI ethics and related teaching content, at least at the national level, could contribute to the comparability and standardization of medical education beyond individual institutions.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given

    The current lack of consistency in teaching AI ethics may reflect the necessary diversity native to ethics.

    “Furthermore, the current lack of consistency in teaching AI ethics, often viewed as a challenge, may also reflect the necessary diversity native to ethics.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The lack of expertise in teaching AI ethics can likely be linked to the novelty of AI in medical education and the rapidly evolving nature of the field.

    “This lack of expertise can likely be linked to the novelty of AI in medical education and the rapidly evolving nature of the field.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Establishing clear terminology regarding AI, AI ethics, and teaching content can contribute to a shared academic understanding but may not directly address current limitations of faculty expertise.

    “While establishing clear terminology regarding AI, AI ethics, and teaching content can contribute to a shared academic understanding, it may not directly address the current limitations of faculty expertise in this area.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationcitation

    The adoption of AI-based chat applications such as ChatGPT in medical education highlights the need for additional research on AI ethics in this context.

    “The adoption of AI-based chat applications, such as ChatGPT, in medical education highlights the need for additional research on AI ethics in this context [59].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [59] 2023, The Advent of Generative Language Models in Medical Education, JMIR Med Educ

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Given the emphasis on case-based teaching by nearly half of the publications, the lack of concretization on possible examples related to teaching AI ethics becomes imminent.

    “Given the emphasis on case-based teaching by nearly half of the publications, the lack of concretization on possible examples related to teaching AI ethics becomes imminent [424346].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [424346]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    The diversity of perspectives in AI ethics teaching allows for interdisciplinarity, which could be particularly valuable in a rapidly evolving field.

    “This diversity allows for a range of perspectives and facilitates interdisciplinarity, which could be particularly valuable in such a rapidly evolving field.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The use of AI-based chat applications in medical education emphasizes the necessity for future physicians to be acutely aware of the ethical challenges inherent to AI utilization in medicine.

    “This further emphasizes the necessity for future physicians to be acutely aware of the ethical challenges inherent to AI utilization in medicine.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Teaching AI ethics is an indispensable part of medical education.

    “AI is predicted to significantly impact medicine, which makes the teaching of AI ethics an indispensable part of medical education.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: AI will significantly impact medicine.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Study design and conductreasoning

    The results of this study are likely to be subject to extensive changes due to rapid developments in AI technologies.

    “While an updated literature search was performed to account for the release of AI-based chat applications, such as ChatGPT, the results of this study are likely to be subject to extensive changes due to the rapid developments in AI technologies.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    Only publications written in English were included in the evaluation, and no publications in German could be identified.

    “Additionally, only publications written in English were included in the evaluation (no publications in German could be identified).”
    Quote in the paperNot a substantial claim
86 of 86

  • The paper relies on this without support.

    There is a lack of guidelines on the use of AI in medicine.

    “Given the lack of guidelines on the use of AI in medicine and the associated ethical challenges, it is recommended that medical education consistently include teaching on the ethical aspects of AI [434651].”

  • The paper relies on this without support.

    AI will significantly impact medicine.

    “AI is predicted to significantly impact medicine, which makes the teaching of AI ethics an indispensable part of medical education.”

  • The paper relies on this without support.

    Medical products or applications specifically developed for use in healthcare must comply with ethical standards and principles during their development and implementation.

    “Notably, unlike medical products or applications specifically developed for use in healthcare, which must comply with ethical standards and principles during their development and implementation processes, AI-based chat applications such as ChatGPT do not need to comply with the same strict and formal requirements, as they are not explicitly designed for medical use.”

  • The paper relies on this without support.

    AI-based chat applications such as ChatGPT are not explicitly designed for medical use.

    “Notably, unlike medical products or applications specifically developed for use in healthcare, which must comply with ethical standards and principles during their development and implementation processes, AI-based chat applications such as ChatGPT do not need to comply with the same strict and formal requirements, as they are not explicitly designed for medical use.”
4 of 4

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • 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 [200]

  • There is a lack of guidance on specific content and methods for integrating AI ethics into medical curricula.

    “Despite the need for early teaching of AI ethics, there is a lack of guidance on specific content and methods for integrating AI ethics into medical curricula [10].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [10]

  • A recurrent theme in teaching AI ethics in medical education focuses on the principles of medical ethics according to Beauchamp and Childress (autonomy, beneficence, nonmaleficence, and justice).

    “A recurrent theme related to the teaching of AI ethics as part of medical education focuses on the principles of medical ethics according to Beauchamp and Childress (autonomy, beneficence, nonmaleficence, and justice) [10].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [10]

  • Recent publications emphasize the importance of teaching AI ethics in medical education.

    “In addition to the technical and legal aspects of the use of AI in medicine, recent publications emphasize the importance of teaching AI ethics in medical education [9-11].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [10]

  • In a recent scoping review, only a limited number of publications specifically focusing on teaching AI ethics as part of medical education were identified.

    “In a recent scoping review, only a limited number of publications specifically focusing on the teaching of AI ethics as part of medical education were identified [10].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [10]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Liability-teaching publication count differs from Table 2

    Minor

    The text says four publications recommend teaching about liability and cites references 22, 44, 45, and 49. Table 2 lists five publications for that recommendation, adding reference 46.

  • The same publications are described as both specifying and not specifying teaching content

    Minor

    The discussion identifies references 43, 46, and 48 as publications in which teaching content was concretized. The results instead say those three publications do not specify possible content and offer only unspecified general challenges.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 8

  1. 2010, Artificial Intelligence (A Modern Approach)
  2. 2017, Artificial intelligence in medicine, Metabolism, 69, 36, 10.1016/j.metabol.2017.01.011 · DOI · Paper page
  3. 2020, AI Ethics
  4. 2019, Understanding artificial intelligence ethics and safety
  5. IEEE Global Initiative on Ethics of Autonomous and Intelligent Systems. Ethically Aligned Design: A Vision for Prioritizing Human Well-Being with Autonomous and Intelligent Systems. https://standards.ieee.org/wp-content/uploads/import/documents/other/ead_v2.pdf (accessed 02 August 2023).
  6. 2021, Principles of biomedical ethics
  7. 2021, Ethics and Governance of Artificial Intelligence for Health
  8. 2022, Artificial intelligence in healthcare

Cited by

Sorted by citations

Related

Authors
Weidener, L., & Fischer, M.
Affiliations
UMIT TIROL - Private University for Health Sciences and Health Technology (AT)
Corresponding author
  • Weidener, Lukas
  • Fischer, Michael
ORCID
Venue
Perspectives on Medical Education
Publisher
Ubiquity Press, Ltd.
Published
2023
Volume
12
Issue
1
Pages
399-410
ISSN
  • 2212-2761 (ISSN-L)
  • 2212-277X
DOI
10.5334/pme.954
PMC
PMC10588522
OpenAlex
W4387681231
Cited by
133
References
45
Citations by year
2026: 45 · 2025: 61 · 2024: 26 · 2023: 1
FWCI
1.56
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Perspectives on Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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, artificial intelligence in healthcare, medical education, medical curriculum, ethics education, algorithmic bias, patient autonomy, transparency, case-based teaching, ChatGPT, medical students
MeSH terms
Artificial Intelligence, Curriculum, Education, Medical, Ethics, Medical, Humans, Medicine

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 2026-10-10.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-10.

Statistics and arithmetic are recomputed, not judged.

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