How People Are Using AI For Medical Advice

🚨 AI won’t replace doctors… but it can prevent them from learning how to think. A critical article in @NEJM shows that if introduced too early in medical training, it weakens clinical reasoning. ✅ A good doctor will always need critical thinking. N Engl J Med 2025;393:786 https://t.co/LHC2EgpEMW

𝐔𝐬𝐞 𝐨𝐟 𝐭𝐡𝐞 𝐃𝐄𝐅𝐓-𝐀𝐈 (𝐃𝐢𝐚𝐠𝐧𝐨𝐬𝐢𝐬, 𝐄𝐯𝐢𝐝𝐞𝐧𝐜𝐞, 𝐅𝐞𝐞𝐝𝐛𝐚𝐜𝐤, 𝐚𝐧𝐝 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠) 𝐅𝐫𝐚𝐦𝐞𝐰𝐨𝐫𝐤 𝐭𝐨 𝐏𝐫𝐨𝐦𝐨𝐭𝐞 𝐂𝐫𝐢𝐭𝐢𝐜𝐚𝐥 𝐓𝐡𝐢𝐧𝐤𝐢𝐧𝐠 𝐝𝐮𝐫𝐢𝐧𝐠 𝐚𝐧 𝐀𝐈 𝐈𝐧𝐭𝐞𝐫𝐚𝐜𝐭𝐢𝐨𝐧 After recognizing an AI interaction, the educator engages the learner in a structured educational moment to discuss the interaction, evaluate it, provide feedback, and teach clinical reasoning, as well as the use of AI. The discussion encompasses the learner’s clinical reasoning process and approach to using AI, including the prompts used. The educator probes the learner for the use of supporting and opposing evidence to evaluate the learner’s clinical and AI knowledge. This process helps determine whether the learner used AI to replace clinical reasoning or to inform it and offers a window into the learner’s AI literacy. The educator then guides the learner in reflecting on growth opportunities and encourages critical thinking about AI interactions and clinical reasoning. Finally, the educator provides focused teaching on using AI effectively, selecting the right tools, and refining prompts. The learner is encouraged to adapt the use of AI to the task, switching between reliance on AI output (cyborg strategy) and confirmation of AI output (centaur strategy). Learn more about this framework in the Review Article “Educational Strategies for Clinical Supervision of Artificial Intelligence Use,” the latest in the Medical Education series, by Raja-Elie E. Abdulnour, MD (@BageLeMage), Brian Gin, MD, PhD, and Christy K. Boscardin, PhD, from @BrighamWomens, @harvardmed, @uiccom, and @UCSF: https://t.co/EdUr9EDqIZ