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AHMED, YASAR, KHAYAL, SIMAA. (1405). Regulation and Ethical Frameworks for AI in Health Professions Education: A Critical Narrative Review. سامانه مدیریت نشریات علمی, 14(4), 307-319. doi: 10.30476/jamp.2026.110257.2340
YASAR AHMED; SIMAA KHAYAL. "Regulation and Ethical Frameworks for AI in Health Professions Education: A Critical Narrative Review". سامانه مدیریت نشریات علمی, 14, 4, 1405, 307-319. doi: 10.30476/jamp.2026.110257.2340
AHMED, YASAR, KHAYAL, SIMAA. (1405). 'Regulation and Ethical Frameworks for AI in Health Professions Education: A Critical Narrative Review', سامانه مدیریت نشریات علمی, 14(4), pp. 307-319. doi: 10.30476/jamp.2026.110257.2340
AHMED, YASAR, KHAYAL, SIMAA. Regulation and Ethical Frameworks for AI in Health Professions Education: A Critical Narrative Review. سامانه مدیریت نشریات علمی, 1405; 14(4): 307-319. doi: 10.30476/jamp.2026.110257.2340

Regulation and Ethical Frameworks for AI in Health Professions Education: A Critical Narrative Review

Journal of Advances in Medical Education & Professionalism
دوره 14، شماره 4، دی 2026، صفحه 307-319    اصل مقاله (1.51 M)
نوع مقاله: Review article
شناسه دیجیتال (DOI): 10.30476/jamp.2026.110257.2340
نویسندگان
YASAR AHMED* 1، 2؛ SIMAA KHAYAL3
1Department of Medical Oncology, St. Vincent’s University Hospital, Dublin, Ireland
2School of Medicine, University College Dublin, Dublin, Ireland
3Independent Researcher, Dublin, Ireland
چکیده
Introduction: Integrating artificial intelligence (AI)—particularly generative AI and large language models (LLMs)—into health professions education offers substantial pedagogical opportunities, while highlighting critical gaps in existing ethical and regulatory frameworks. This critical narrative review examines how contemporary literature conceptualizes and addresses these challenges.
Methods: Publications from 2020–2025 were identified through searching PubMed, Scopus, and ERIC, focusing on AI, medical and health professions education, ethics, governance, and regulation. The initial search yielded 452 records; following two-stage screening (title/abstract and full-text review), thirty-four sources met the pre-defined inclusion criteria. These sources, including
empirical studies, systematic reviews, policy documents, and conceptual papers, were included. Reflexive thematic analysis was used to synthesize the findings, while SANRA (Scale for the
Assessment of Narrative Review Articles) informed the weighting of sources, which were categorized into high-, moderate-, and low-weight tiers.
Results: Four themes emerged: 1) a regulatory vacuum marked by policy lag and fragmented institutional responses; 2) reinterpretation of autonomy, beneficence, nonmaleficence, and
justice in relation to opaque, datadriven systems, 3) generative AI’s impact on scholarship, authorship, and academic integrity; and 4) equity, bias, and professional identity formation in AImediated learning environments. Integrating these themes with crosssector frameworks and the NIST AI Risk Management Framework, the review develops a riskbased governance taxonomy for AI in Health Professions Education, distinguishing low, medium and highrisk educational use cases.
Conclusion: This synthesis indicates that current literature favors evolving beyond reactive policies. Consequently, we propose a theoretical shift toward risk-proportionate governance. We suggest that human-in-the-loop pedagogy should be prioritized as a conceptual framework to guide future research and policy development, rather than presenting it as a validated outcome.

تازه های تحقیق
کلیدواژه‌ها
Ethics؛ Artificial intelligence؛ Medical education
مراجع
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