ReviewMedical education online2025
Twelve tips for developing and implementing AI curriculum for undergraduate medical education.
Review in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed.
- Artificial intelligence readiness in Pakistan's medical and dental education: training-phase decline, a knowledge-practice paradox, and the role of digital determinants of health.Medical education online · 2026Article
- Awareness, Educational Needs, and Curriculum Preferences Regarding AI and Medical Big Data Education Among Clinical Medicine Undergraduates: Cross-Sectional Survey Study.JMIR formative research · 2026Article
- Bedside skills as context engineering: reframing history taking and physical examination for the AI era.Korean journal of medical education · 2026Article
- Knowledge, Attitude, Benefits, Risks, Barriers, Professional Impact, and Preparedness of Nursing Students Toward the Utilization of Artificial Intelligence in Healthcare.Nursing reports (Pavia, Italy) · 2026Article
- Artificial intelligence in dentistry: knowledge, attitudes, and educational readiness among dental students and dentists.BMC medical education · 2026Article
- AI Competency: Current State and Challenges.JMIR medical education · 2026Article
- Preparing tomorrow's physicians for AI-driven healthcare: insights from a study on medical students', interns', and residents' knowledge, attitudes, and educational needs.Frontiers in medicine · 2026Article
- The relationship between medical students' attitudes toward artificial intelligence and their personality traits: a multicenter study in China.Frontiers in public health · 2026Article
- AI literacy in undergraduate medical education: a competency-based interpretive framework for curriculum and assessment.Frontiers in medicine · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The rapid evolution of artificial intelligence (AI) and its growing role in clinical settings have made AI education a priority in undergraduate medical education. To support this, AI curricula must align with existing medical education frameworks while addressing AI's distinctive characteristics. This article outlines twelve actionable tips to guide the development and implementation of such curricula. These include defining the purpose and scope of AI education within the broader context of existing competency frameworks and digital health. The curriculum should be structured to allow for progressive deepening and integration of content, prioritizing key elements. Additionally, sustainable AI education depends on securing institutional resources, providing learners with authentic experiences, and ensuring continuous evaluation and improvement of the curriculum. Together, these approaches aim to help medical schools prepare students to practice effectively in a future where AI is a core component of medical practice.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.