Intersecting Technological Pedagogical Content Knowledge and Artificial Intelligence in Medical and Health Sciences Education: A Perspective

Document Type : Perspective

Authors

1 Department of E-learning in Medical Sciences, Virtual School and Center of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran

2 Faculty of Health Sciences and Medicine, Bond University, QLD, Australia

Abstract

Medical education requires systematic strategies to optimize the incorporation of technology into educational strategies. A prominent framework for achieving this integration is the Technological Pedagogical Content Knowledge (TPACK) model. The advent of Artificial Intelligence (AI) has significantly influenced all aspects of education, impacting both teachers and students in their academic endeavors. Integrating AI with TPACK has created a new approach, the AI-TPACK framework, which is explored in this study. By incorporating AI-specific knowledge and skills, this framework enables educators to effectively utilize AI technologies in their teaching, adapting to their students' diverse contexts and needs. The significance of this integrated model is underscored by various studies that highlight AI's transformative effects on teaching and learning methods. A strong TPACK, combined with AI tools, appears to enhance teaching outcomes and enrich learning experiences. Furthermore, research demonstrates the crucial role of AI-driven intelligent tutoring systems in improving student performance in medical education by providing tailored feedback and dynamically adjusting educational content to individual learning needs. This article further investigates the transformative influence of AI in medical and health sciences education through the lens of the AI-TPACK framework. It explores how educators can align technological innovation with pedagogical effectiveness and content mastery to create meaningful learning experiences. Additionally, it emphasizes the necessity of AI-TPACK while addressing its advantages, considerations, and implications.

Highlights

Zahra Karimian (Google Scholar)

Nasim Salehi (Google Scholar)

Keywords

References

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History

  • Receive Date: 03 March 2025
  • Revise Date: 11 February 2025
  • Accept Date: 22 February 2025
  • Publish Date: 01 March 2025

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