Abstract
Recent advancements in health technology have produced vast amounts of personal health data, creating a pressing need for healthcare professionals to enhance their data utilization skills. In Denmark, a new master's program in personalized medicine has been launched at five universities to equip professionals with essential expertise in health data and artificial intelligence (AI). This initiative aligns with ongoing efforts to restructure the Danish healthcare system, focusing on improving efficiency through the integration of big data into clinical decision-support tools.
This study employs qualitative interviews with nine course participants and an instructor, along with document analysis and module observations analyzed through Professions Theory and Education Theory. Insights reveal a critical need for incorporating personalized medicine into medical education at all levels. However, challenges remain, particularly regarding diminishing opportunities for emerging doctors to learn from peers. As AI increasingly delivers knowledge through deep learning, participants expressed concern about the potential neglect of essential tacit knowledge—often referred to as 'the art of clinical practice'—which is acquired through hands-on experience and collaboration with peers in the medical community.
While both educators and course participants acknowledge the transformative potential of AI and big data in tailoring treatment approaches and enhancing diagnostics, they stress the importance of preserving the human element in healthcare. The respondents specifically argued that AI should complement, not replace, the role of medical professionals, enhancing clinical decision-making processes while safeguarding insights gained from direct patient interaction. These findings highlight the need for educational strategies that balance AI integration with the cultivation of essential interpersonal skills in future healthcare professionals.
This study employs qualitative interviews with nine course participants and an instructor, along with document analysis and module observations analyzed through Professions Theory and Education Theory. Insights reveal a critical need for incorporating personalized medicine into medical education at all levels. However, challenges remain, particularly regarding diminishing opportunities for emerging doctors to learn from peers. As AI increasingly delivers knowledge through deep learning, participants expressed concern about the potential neglect of essential tacit knowledge—often referred to as 'the art of clinical practice'—which is acquired through hands-on experience and collaboration with peers in the medical community.
While both educators and course participants acknowledge the transformative potential of AI and big data in tailoring treatment approaches and enhancing diagnostics, they stress the importance of preserving the human element in healthcare. The respondents specifically argued that AI should complement, not replace, the role of medical professionals, enhancing clinical decision-making processes while safeguarding insights gained from direct patient interaction. These findings highlight the need for educational strategies that balance AI integration with the cultivation of essential interpersonal skills in future healthcare professionals.
| Translated title of the contribution | Bagom dyb Læring: Menneskelig interaktions kritiske rolle i fremtidrens personlige medicin |
|---|---|
| Original language | English |
| Publication date | 6 Jul 2025 |
| Publication status | Published - 6 Jul 2025 |
| Event | ISA Forum of Sociology - Rabat, Morocco Duration: 6 Jul 2025 → 11 Jul 2025 Conference number: 5 http://[email protected] |
Conference
| Conference | ISA Forum of Sociology |
|---|---|
| Number | 5 |
| Country/Territory | Morocco |
| City | Rabat |
| Period | 06/07/2025 → 11/07/2025 |
| Internet address |
