Expert Consensus on Artificial Intelligence Proficiency for Medical Educators(2025 Edition).

内容摘要

In response to the challenges posed by the profound integration of generative artificial intelligence(AI)into medical education,this consensus proposes a logically coherent,medically distinctive,forward-looking,and operable AI proficiency framework for medical educators(competency items of medical educators' AI proficiency,CAIP-ME).Through systematic literature review,preliminary framework construction,multiple rounds of expert pre-study,and a structured Delphi method involving extensive consultations with 60 interdisciplinary experts,the core competency items and assessment standards for AI proficiency among medical educators were demonstrated and calibrated.The framework encompasses five core dimensions and 25 specific competency items.The five dimensions are value recognition and ethical foundation,technical understanding and tool application,teaching integration and innovative practice,learning assessment and precise empowerment,and professional development and ecosystem co-construction.Competency items are categorized into 11 foundational competency items essential for all educators and 14 developmental competency items for those pursuing excellence.Each competency item is described in terms of its conceptual definition and key behavioral manifestations,accompanied by observable assessment indicators.This consensus aims to provide a scientific basis for the professional development of medical educators and the faculty building in medical institutions,while establishing a key reference standard for educator competency development in the context of digital transformation in medical education. 为应对生成式人工智能(AI)技术深刻融入医学教育对教师角色与能力提出的挑战,本共识通过系统性文献综述、初步框架构建、多轮专家预研,采用结构化德尔菲法,广泛征集 60位跨学科专家的意见,对医学教师AI素养的核心能力项及其观测标准进行论证与校准,首次提出一套逻辑清晰、医学特色鲜明,兼具前瞻性与可操作性的医学教师AI素养框架。该框架涵盖五大核心维度、25项具体能力(CAIP-ME)。五大维度依次为价值认知与伦理根基、技术理解与工具应用、教学融合与创新实践、学习评价与精准赋能、专业发展与生态共建。框架将各项能力区分为11项所有教师应具备的基础能力与14项追求卓越的发展能力,每项能力均从内涵界定与关键行为表现进行描述,并配套可观测的测评指标。共识旨在为医学教师的专业化发展与院校师资队伍建设提供科学依据,也为医学教育数字化转型背景下的师资能力建设确定了关键参照标准。.