Utility of generative AI for a medical teacher: Adopting LLMs in practice

• Author Details:   
• Devi Prasad Mohapatra
• Madhusmita Mohanty Mohapatra ^*

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Background: Generative AI (Artificial Intelligence), particularly Large Language Models (LLMs), have emerged as transformative tools in medical education since the release of ChatGPT by OpenAI in November 2022. These models, including Gemini by Google, Claude by Anthropic, and others, excel at generating coherent text responses and have demonstrated advanced reasoning abilities. They are capable of tasks such as answering questions, summarizing documents, translating languages, drafting clinical case studies and generating images.

Materials and Methods: This is a narrative review exploring the utility of Generative AI LLMs in medical education enhanced by personal experience and supported by literature. We present a qualitative, experiential, and thematic approach, including theoretical perspectives with practical applications observed over the last two years and three months from December 2022 to March 2025.

Results: Multiple databases were explored and selective manuscripts were identified to understand broad use cases for medical educators as well as adoption of these models in non-biomedical domains. A thematic framework was used to organize our observations and literature into four key domains of LLM usage in medical education: (1) Automated Content Synthesis, (2) Automation of Routine Tasks, (3) Assistance in Teaching and Research, and (4) Accessibility Enhancement.

Discussion: The enthusiasm to understand the potential of LLMs for potentially transforming medical training, it's important to critically assess their role in education, acknowledging both their benefits and limitations. LLM-based chatbots like ChatGPT (GPT-4) have demonstrated advanced reasoning and language abilities, achieving scores at or near the passing threshold of the United States Medical Licensing Examination (USMLE) without medical-specific tuning. Various models have been released so far varying in scale and training, but all share the core capability of generating conversational human-like content on demand.

Conclusion: Generative AI is an exciting area under development with potential to revolutionize the landscape of medical education by shifting the traditional mode of information delivery to AI-driven student-centred practices. Medical teachers gain new relevance in this changing landscape. Generative AI can become a powerful tool in medical education through collaboration among educators, learners, AI developers, and policymakers, promoting innovative and human-centered training for future physicians.