Generative artificial intelligence: the ‘more knowledgeable other’ in a social constructivist framework of medical education

Abstract

Generative artificial intelligence can fulfil the criteria to be the ‘more knowledgeable other’ in a social constructivist framework. By scaffolding learning and providing a unique and augmented zone of proximal development for learners, it can simulate social interactions and contribute to the human-AI co-construction of knowledge. The presence of generative artificial intelligence in medical education prompts a re-imagining and re-interpretation of traditional roles within established pedagogy.