Generative AI for medical education: Insights from a case study with medical students and an AI tutor for clinical reasoning
Abstract
Generative Artificial Intelligence (AI), particularly Large Language Models (LLMs), have demonstrated significant potential in clinical reasoning skills such as history-taking and differential diagnosis generation—critical aspects of medical education. This work explores how LLMs can augment medical curricula through interactive learning. We conducted a participatory design process with medical students, residents and medical education experts to co-create an AI-powered tutor prototype for clinical reasoning. As part of the co-design process, we conducted a qualitative user study, investigating learning needs and practices via interviews, and conducting concept evaluations through interactions with the prototype. Findings highlight the challenges learners face in transitioning from theoretical knowledge to practical application, and how an AI tutor can provide personalized practice and feedback. We conclude with design considerations, emphasizing the importance of context-specific knowledge and emulating positive preceptor traits, to guide the development of AI tools for medical education.
