Abstract

Introduction: In the philosophical perspective of medical education, generative artificial intelligences such as ChatGPT are an unprecedented opportunity to improve the clinical performance of medical professors and students. The aim of this research is to present a model for the application of generative artificial intelligence in medical education based on the philosophy of subjectivism with a meta-synthesis approach.
Materials and Methods: The present study was applied in terms of purpose; qualitative in terms of data nature; and meta-synthesis research with the seven-step procedure of Sandolowski and Barso (2006). Specific keywords were collected in domestic and foreign databases; magazines Noor, Magiran, Civica, Ganj; Alamnet; IJET, Eric, Scopus, Science Direct, and Google Scholar. After several stages of screening, 19 study units were finally selected, and then, through coding and content analysis, a 5-component model was developed.
Results: Studies showed that the resulting model, including the stages of philosophical background and ethical orientation, design and development, validation and critical evaluation, controlled application and integration into the curriculum, and continuous evaluation and revision based on five categories: duality, rationality and thinking, mechanistic world, methodological skepticism, and ethical considerations, can increase the accuracy of diagnosis and decision-making of medical students in various clinical settings.
Conclusion: The results show that the proposed model can meet the diverse needs of medical faculty and students in clinical settings, especially in the area of active learning, and seamlessly adapts to the evolving demands of today's humans. Finally, the integration of philosophical foundations with generative artificial intelligence represents a new approach that equips humans with the skills and knowledge to thrive in the rapidly changing future landscape of global medical education.