ARTICLE

Volume 10,Issue 8

All Issues
Submit to JCER
Cite this article
1
Citations
1
Views
14 July 2026
Application and Governance of Generative Artificial Intelligence in Clinical Teaching
Shichao Yu ,  Fanzheng Meng ,  Hui Wu ,  Dongye Fu ,  Xinyu Wang ,  Man Gao
Show Less
1 Pediatric Respiratory Department, The First Hospital of Jilin University, Changchun 130021, Jilin, China,
2 Neonatology Department, The First Hospital of Jilin University, Changchun 130021, Jilin, China,
JCER 2026 , 10(6), 123–131; https://doi.org/10.26689/jcer.v10i6.15451
© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Download PDF
Cite
XML
HTML
Abstract

The iterative development of generative artificial intelligence (GenAI) and large language models has enabled them to support multiple aspects of clinical teaching at a functional level, including language support, virtual consultations, clinical reasoning and feedback support, skills simulation training, and writing and research assistance. This paper reviews the current status and evidence limitations of these typical application scenarios and proposes a GenAI governance model suitable for clinical teaching scenarios, considering the high-stakes nature of clinical teaching. Focusing on issues such as “hallucination” outputs and factual deviations, over-reliance, academic integrity, privacy, and data security, this paper proposes governance recommendations centered on clarifying responsibility boundaries and retaining key evidence. It advocates for the establishment of verifiable and correctable processes and regulatory mechanisms through collaboration between teaching institutions and development platforms, providing a reference for the standardized evaluation and reliable application of GenAI in clinical teaching.

References
Huang R, 2024, Integration of Large AI Models into Education: Conceptual Transformation, Form Reshaping, and Key Measures. People’s Tribune·Academic Frontier, (14): 23–30.
Cheng S, Cong L, Hu W, et al., 2024, Current Status and Reform Trends of Medical Practice Course Teaching Models in the Era of “AI+Education.” Medical Innovations, 34(08): 950–956.
Jiang Q X, Horta H, Yuen M, 2022, International Medical Students’ Perspectives on Factors Affecting Their Academic Success in China: A Qualitative Study. BMC Med Educ, 22(1).
Zeng JH, Liang S, Zhang XT, et al., 2022, Assessment of Clinical Competency among TCM Medical Students Using Standardized Patients of Traditional Chinese Medicine: A 5-Year Prospective Randomized Study. Integr Med Res, 11(2).
Huang JM, Huang CX, Mo ZW, et al., 2024, Current Situation and Influencing Factors of High-Level Role Conflict among Clinical Teachers: A Cross-Sectional Study. Medicine, 103(25).
Topaz M, Peltonen LM, Michalowski M, et al., 2024, The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence. J Nurs Educ, 2024: 1–4.
Dunlop K, Dillon G, McEvoy A, et al., 2024, The Virtual Reality Classroom: A Randomized Control Trial of Medical Student Knowledge of Postpartum Hemorrhage Emergency Management. Front Med, 11.
Chen X, Deng R, Wu C, 2024, Exploration of Generative Artificial Intelligence Large Language Models in Medical Education Practice. Journal of Clinical Emergency, 25(6): 310–314.
Valencia OAG, Thongprayoon C, Jadlowiec CC, et al., 2025, Advancing Health Equity: Evaluating AI Translations of Kidney Donor Information for Spanish Speakers. Front Public Health, 13.
Hakim JB, Painter JL, Ramcharran D, et al., 2025, The Need for Guardrails with Large Language Models in Pharmacovigilance and Other Medical Safety Critical Settings. Sci Rep, 15(1).
Peralta Ramirez AA, Trujillo Lopez S, Navarro Armendariz GA, et al., 2025, Clinical Simulation with ChatGPT: A Revolution in Medical Education? J CME, 14(1): 2525615.
Moser M, Posel N, Ganescu O, et al., 2025, Twelve Tips: Using Generative AI to Create and Optimize Content for Virtual Patient Simulations. Med Teach, 47(11): 1745–1751.
Aster A, Ragaller SV, Raupach T, et al., 2025, ChatGPT as a Virtual Patient: Written Empathic Expressions During Medical History Taking. Med Sci Educ, 35(3): 1513–1522.
Cross J, Kayalackakom T, Robinson RE, et al., 2025, Assessing ChatGPT’s Capability as a New Age Standardized Patient: Qualitative Study. JMIR Med Educ, 11.
Bewersdorff A, Hartmann C, Hornberger M, et al., 2025, Taking the Next Step with Generative Artificial Intelligence: The Transformative Role of Multimodal Large Language Models in Science Education. Learn Individ Differ, 118.
Holderried F, Stegemann-Philipps C, Herrmann-Werner A, et al., 2024, A Language Model-Powered Simulated Patient with Automated Feedback for History Taking: Prospective Study. JMIR Med Educ, 10: e59213.
Shoja MM, Van de Ridder JMM, Rajput V, 2023, The Emerging Role of Generative Artificial Intelligence in Medical Education, Research, and Practice. Cureus, 15(6).
Li Y, Liu G, Wang X, et al., 2020, Application of a VR Interactive Technology-Based Automatic Evaluation System for Thoracentesis in Teaching. Chongqing Medicine, 49(21): 3676–3678.
Kobayashi M, Katayama M, Hayashi T, et al., 2023, Effect of Multimodal Comprehensive Communication Skills Training with Video Analysis by Artificial Intelligence for Physicians on Acute Geriatric Care: A Mixed-Methods Study. BMJ Open, 13(3).
Lu MY, Chen BW, Williamson DFK, et al., 2024, A Multimodal Generative AI Copilot for Human Pathology. Nature, 634(8033).
Lin CJ, Wang WS, Lee HY, et al., 2025, Advancing Self-Directed Learning in STEM Education: Integrating GPT-Based Learning aid with Multimodal Learning Analytics. J Res Technol Educ.
Janumpally R, Nanua S, Ngo A, et al., 2024, Generative Artificial Intelligence in Graduate Medical Education. Front Med (Lausanne), 11: 1525604.
Yoo JH, 2025, Defining the Boundaries of AI Use in Scientific Writing: A Comparative Review of Editorial Policies. J Korean Med Sci, 40(23).
Manley K, Salingaros S, Fuchsman AC, et al., 2025, Using ChatGPT to Write a Literature Review on Autologous Fat Grafting. J Plast Reconstr Aesthet Surg, 105: 292–304.
Lyu Q, Tan J, Zapadka ME, et al., 2023, Translating Radiology Reports into Plain Language Using ChatGPT and GPT-4 with Prompt Learning: Results, Limitations, and Potential. Vis Comput Ind Biomed Art, 6(1): 9.
Yi Y, Kim KJ, 2025, The Feasibility of Using Generative Artificial Intelligence for History Taking in Virtual Patients. BMC Res Notes, 18(1).
Yamamoto A, Koda M, Ogawa H, et al., 2024, Enhancing Medical Interview Skills Through AI-Simulated Patient Interactions: Nonrandomized Controlled Trial. JMIR Med Educ, 10.
Savage T, Nayak A, Gallo R, et al., 2024, Diagnostic Reasoning Prompts Reveal the Potential for Large Language Model Interpretability in Medicine. NPJ Digit Med, 7(1): 20.
Qadhi S, Alduais A, Chaaban Y, et al., 2024, Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis. Information, 15(6): 22.
Kumar A, Saudagar AKJ, Kumar A, et al., 2025, Innovating Medical Education using a Cost Effective and Scalable VR Platform with AI-Driven Haptics. Sci Rep, 15(1).
Popov V, Mateju N, Jeske C, et al., 2024, Metaverse-Based Simulation: A Scoping Review of Charting Medical Education Over the Last Two Decades in the Lens of the Marvelous Medical Education Machine. Ann Med, 56(1).
Li JK, Zong H, Wu EM, et al., 2024, Exploring the Potential of Artificial Intelligence to Enhance the Writing of English Academic Papers by Non-Native English-Speaking Medical Students - The Educational Application of ChatGPT. BMC Med Educ, 24(1).
Karabacak M, Ozkara BB, Margetis K, et al., 2023, The Advent of Generative Language Models in Medical Education. JMIR Med Educ, 9: e48163.
Parente DJ, 2024, Generative Artificial Intelligence and Large Language Models in Primary Care Medical Education. Fam Med, 56(9): 534–540.
Malesevic A, Kolesárová M, Cartolovni A, 2024, Encompassing Trust in Medical AI from the Perspective of Medical Students: A Quantitative Comparative Study. BMC Med Ethics, 25(1): 11.
Xu T, Weng H, Liu F, et al., 2024, Current Status of ChatGPT Use in Medical Education: Potentials, Challenges, and Strategies. J Med Internet Res, 26: e57896.
Wang Y, Wang X, Liu C, 2024, Research on the Ethical Risk Management Framework for the Application of Generative Artificial Intelligence in the Field of Education. E-Education Research, 45(10): 28–34 + 42.
Share
Back to top
We use cookies on our website to ensure you get the best experience.
Read more about our cookies here
Accept