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Karimian, Zahra, Ghaznavi, Farzaneh. (1404). From Algorithms to Empathy: Exploring Chatbots as Tools for Medical Student Training. سامانه مدیریت نشریات علمی, 16(3), 323-326. doi: 10.30476/ijvlms.2025.108737.1356
Zahra Karimian; Farzaneh Ghaznavi. "From Algorithms to Empathy: Exploring Chatbots as Tools for Medical Student Training". سامانه مدیریت نشریات علمی, 16, 3, 1404, 323-326. doi: 10.30476/ijvlms.2025.108737.1356
Karimian, Zahra, Ghaznavi, Farzaneh. (1404). 'From Algorithms to Empathy: Exploring Chatbots as Tools for Medical Student Training', سامانه مدیریت نشریات علمی, 16(3), pp. 323-326. doi: 10.30476/ijvlms.2025.108737.1356
Karimian, Zahra, Ghaznavi, Farzaneh. From Algorithms to Empathy: Exploring Chatbots as Tools for Medical Student Training. سامانه مدیریت نشریات علمی, 1404; 16(3): 323-326. doi: 10.30476/ijvlms.2025.108737.1356

From Algorithms to Empathy: Exploring Chatbots as Tools for Medical Student Training

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 8، دوره 16، شماره 3 - شماره پیاپی 62، آذر 2025، صفحه 323-326    اصل مقاله (383.11 K)
نوع مقاله: Commentary
شناسه دیجیتال (DOI): 10.30476/ijvlms.2025.108737.1356
نویسندگان
Zahra Karimian1؛ Farzaneh Ghaznavi* 2
1Department of E-learning in Medical Sciences, Virtual School and Center of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran
2Social Ageing (SAGE) Futures Lab, Edith Cowan University, Perth, Australia
چکیده
This commentary examines the emerging role of conversational chatbots in medical education, particularly in terms of educating learners in empathy. Empathy is a key professional skill that impacts deeply both patient outcomes and patient satisfaction; yet, research indicates that its acquisition may decline in clinical training. Chatbots, as Artificial Intelligence (AI)-driven relational agents, offer safe and repeatable scenarios for practicing empathic communication, providing immediate feedback and opportunities for reflection without risk to real patients. However, their ability to manifest real empathy remains limited, raising ethical doubts about superficial learning. Other issues include cultural versatility, linguistic differences, and equal access to technology. Through a critical review of current literature and burgeoning evidence, this commentary highlights both potential benefits and limitations of chatbots as educational tools. The commentary advocates a systematic, evidence-based integration into medical curricula as a means of reinforcing traditional training while also protecting the inherent human aspect of empathy in care.

تازه های تحقیق

Farzaneh Ghaznavi (Google Scholar)

Zahra Karimian (Google Scholar)

کلیدواژه‌ها
Generative Artificial Intelligence؛ Chatbot؛ Medical؛ Education؛ Empathy؛ Patient Simulation
مراجع
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