222 - Insights from AI Healthcare Industry Experts: Redefining Physician Roles and Adapting Medical Education

Publication Number: 222.5149

Emily Coker, Stanford University School of Medicine, Mountain View, CA, United States; Sarah Hilgenberg, Stanford, Palo Alto, CA, United States; Tai Lockspeiser, University of Colorado School of Medicine, Denver, CO, United States

Background: The rapid integration of artificial intelligence (AI) into healthcare is transforming the role of physicians. To better prepare future physicians to practice in a technologically advanced healthcare system, medical educators must align curricula with anticipated changes. However, the perspectives of AI healthcare experts regarding these shifts in physician roles and implications for undergraduate medical school learning objectives have not yet been explored.

Objective: This study aimed to explore the perspectives of AI healthcare industry experts regarding (1) the evolving role of physicians in an AI-integrated healthcare system, and (2) the adequacy of proposed AI-related learning objectives for undergraduate medical education.

Design/Methods: We conducted a cross-sectional, exploratory study using two data collection formats: an online survey via Voiceform and live interviews via Zoom or in person. Thirteen participants were recruited using purposive and snowball sampling methods, with selection criteria focused on professionals involved in the development or application of AI healthcare tools. Participants assessed and predicted the performance of AI relative to physicians in five key skills derived from the AAMC Core Entrustable Professional Activities and shared perspectives on AI-related learning objectives proposed for undergraduate medical education. Survey content and response process validity were refined through expert feedback. Authors collected data from August through September 2024 and performed thematic analysis until reaching sufficiency.

Results: Preliminary results indicate that AI healthcare experts predict physician roles will be augmented rather than replaced by AI tools, shifting away from routine diagnostic and administrative tasks, enabling physicians to focus more on physical and nuanced aspects of human interaction. Participants emphasized the opportunity that massive data processing through AI may lend physicians in providing personalized patient care. Participants also identified several actionable areas for improvement in medical education, including the need for training in the appraisal and use of AI healthcare tools.

Conclusion(s): This study provides novel insights from AI healthcare experts on how the roles of future physicians are expected to evolve alongside advancements in AI. The findings underscore the importance of integrating practical AI competencies into medical education to bridge gaps between emerging technologies and clinical practice, offering guidance in the development of more comprehensive AI-related medical curricula.