Using generative AI to support clinical reasoning coaching: a theory-informed approach

Abstract

Generative artificial intelligence (gen AI) can support and likely enhance clinical reasoning coaching for struggling medical learners when its use is guided by educational theory. We present a conceptual framework, grounded in deliberate practice, self-regulated learning microanalysis, and psychological safety, for integrating gen AI into clinical reasoning coaching. Each theory was selected because it addresses a distinct challenge in coaching struggling learners, from the need for structured repetition with feedback to metacognitive monitoring and the stigma that impedes engagement. We describe how each theory can guide gen AI use in coaching and include suggested prompts.