Volume 19, Issue 2 (2026)
J Med Edu Dev 2026, 19(2): 131-132 |
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1- Department of E-Learning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2- Department of E-Learning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,e.toofaninejad@sbmu.ac.ir
2- Department of E-Learning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,
Abstract: (402 Views)
The integration of generative Artificial Intelligence (AI) into medical simulation education has shifted the field from verified, static models toward intelligent and dynamic systems. This letter identifies the ‘Validation Paradox’ as a critical concern, highlighting how algorithmically generated content may produce ‘pedagogical hallucinations’—prioritizing narrative engagement over adherence to evidence-based clinical protocols—and potentially contributing to flawed clinical reasoning patterns over time. Real-time clinical guardrails and a Dynamic Accreditation Model are proposed to safeguard patient safety and educational integrity.
Keywords: artificial intelligence, medical sciences education, clinical simulation, precision realism, pedagogical integrity, virtual reality
Article Type : Editorial |
Subject:
Medical Education
Received: 2026/01/8 | Accepted: 2026/02/22 | Published: 2026/04/1
Received: 2026/01/8 | Accepted: 2026/02/22 | Published: 2026/04/1
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