Volume 21, Issue 2 (Summer 2026)
jmed 2026, 21(2): 1613-1617 |
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Heydari S. AMEE 2026: Global Medical Education in Search of a Safer, More Equitable, and More Human Future. jmed 2026; 21 (2) :1613-1617
URL: http://jmed.ssu.ac.ir/article-1-1659-en.html
URL: http://jmed.ssu.ac.ir/article-1-1659-en.html
Associate Professor, Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran. , S.heydari.287@gmail.com
Abstract: (12 Views)
Health professions education is undergoing fundamental transformation. The rapid expansion of artificial intelligence and digital technologies, together with the growing emphasis on authentic assessment, interprofessional education, educational equity, and social accountability, is reshaping the priorities of medical education worldwide. The themes discussed at AMEE 2026 demonstrate that these issues should not be considered separately. Rather, they represent interconnected components of a broader goal: preparing competent, trustworthy, compassionate, and socially responsive health professionals for increasingly complex healthcare environments.
One of the major areas of discussion was the role of artificial intelligence and large language models in clinical reasoning education. These technologies may support the development of educational scenarios, personalized learning, feedback, and decision-making practice. However, inappropriate or poorly supervised use may result in overreliance, reduced independent thinking, and the weakening of essential clinical skills. Therefore, students and faculty members need not only professional knowledge and clinical competence, but also artificial intelligence literacy, including an understanding of algorithmic bias, data privacy, information security, and the limitations of machine-generated outputs.
In this context, authentic assessment becomes particularly important. Assessment should not be limited to knowledge recall or performance on isolated examinations. It should evaluate learners’ ability to apply knowledge, make decisions, communicate effectively, work collaboratively, and demonstrate professional responsibility in real or simulated clinical settings. Moving toward continuous, programmatic, and multi-source assessment can improve the validity of educational decisions and strengthen public trust in health professions graduates.
Interprofessional education should also move beyond symbolic or merely simultaneous participation of different disciplines. It should be grounded in real patient needs and health-system challenges. Effective collaboration among health professionals is essential for reducing errors, improving communication, and enhancing the quality and continuity of care. Similarly, discussions on learning from failure, educational equity, inclusion of people with disabilities, and social accountability emphasize the need for safe, inclusive, and responsive educational environments.
For health sciences universities in Iran, these discussions provide a practical roadmap for the future. Priority actions include developing clear policies for the ethical use of artificial intelligence, reforming assessment systems, expanding workplace-based interprofessional education, establishing a culture of open discussion about errors and failures, supporting problem-oriented educational research, addressing barriers to equity and access, and aligning curricula with the real needs of communities. Achieving these goals requires collaboration among educators, students, educational leaders, policymakers, patients, and other stakeholders. Ultimately, the future of health professions education depends on connecting technology with ethics, learning with patient care, and education with social accountability.
One of the major areas of discussion was the role of artificial intelligence and large language models in clinical reasoning education. These technologies may support the development of educational scenarios, personalized learning, feedback, and decision-making practice. However, inappropriate or poorly supervised use may result in overreliance, reduced independent thinking, and the weakening of essential clinical skills. Therefore, students and faculty members need not only professional knowledge and clinical competence, but also artificial intelligence literacy, including an understanding of algorithmic bias, data privacy, information security, and the limitations of machine-generated outputs.
In this context, authentic assessment becomes particularly important. Assessment should not be limited to knowledge recall or performance on isolated examinations. It should evaluate learners’ ability to apply knowledge, make decisions, communicate effectively, work collaboratively, and demonstrate professional responsibility in real or simulated clinical settings. Moving toward continuous, programmatic, and multi-source assessment can improve the validity of educational decisions and strengthen public trust in health professions graduates.
Interprofessional education should also move beyond symbolic or merely simultaneous participation of different disciplines. It should be grounded in real patient needs and health-system challenges. Effective collaboration among health professionals is essential for reducing errors, improving communication, and enhancing the quality and continuity of care. Similarly, discussions on learning from failure, educational equity, inclusion of people with disabilities, and social accountability emphasize the need for safe, inclusive, and responsive educational environments.
For health sciences universities in Iran, these discussions provide a practical roadmap for the future. Priority actions include developing clear policies for the ethical use of artificial intelligence, reforming assessment systems, expanding workplace-based interprofessional education, establishing a culture of open discussion about errors and failures, supporting problem-oriented educational research, addressing barriers to equity and access, and aligning curricula with the real needs of communities. Achieving these goals requires collaboration among educators, students, educational leaders, policymakers, patients, and other stakeholders. Ultimately, the future of health professions education depends on connecting technology with ethics, learning with patient care, and education with social accountability.
Keywords: Health Professions Education, Medical Education, Artificial Intelligence, Authentic Assessment, Interprofessional Education, Social Accountability, Educational Equity, Patient Safety
Type of Study: letter to editor |
Subject:
Medical Education
Received: 2026/09/12 | Accepted: 2026/09/12 | Published: 2026/09/28
Received: 2026/09/12 | Accepted: 2026/09/12 | Published: 2026/09/28
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