From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning.
Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical deci...
| Publicado en: | Medical Teacher Vol. 47; no. 12; pp. 1927 - 1930 |
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| Autores principales: | , |
| Formato: | questions and answers Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190208033&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190208033 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Dec2025 vid: 47 iid: 12 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 190208033 184365097 190208033 190208033 10.1080/0142159X.2025.2488353 190208033 ppf: 1927 ppct: 3 formats: tig: atl: From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning. aug: au: Chow, Minyang Ng, Olivia affil: Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore sug: subj: Artificial Intelligence Simulations Education, Clinical Learning Methods Teaching Methods Educational Technology Education, Theory-Based Patient Care Clinical Reasoning Coding Empowerment Software Design Clinical Competence ab: Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To address these challenges, we introduce vibe coding, a novel AI-assisted, no-code development approach that enables educators to create interactive, customisable learning simulations without programming expertise. By prioritising rapid prototyping and iterative refinement, vibe coding shifts the focus from technical constraints to pedagogical goals, allowing educators to generate code through intuitive, conversational prompts. We applied this approach to develop two distinct applications: the Differential Diagnosis Trainer (DDT), which enhances diagnostic reasoning through randomised clinical scenarios and AI-generated feedback, and the Insulin and Blood Sugar Simulation (IBSS), which offers real-time exploration of metabolic dynamics. Both tools were built using AI-powered no-code platforms, demonstrating significant improvements in accessibility, cost-effectiveness, and scalability. We encourage educators to transition from technology adopters to creators, leveraging AI-driven platforms to develop innovative, scalable, and personalised clinical simulations that transform learning experiences and ultimately enhance patient care. pubtype: Academic Journal doctype: questions and answers Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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