Integrating the Learning, Cognition, AI, and Pedagogy (L-CAP) Framework into Health Professions Education...36th Medical Informatics Europe (MIE) Conference, May 25-28, 2026, Genoa, Italy
Health-professions education has moved beyond traditional lecture-based instruction toward competency-based and student-centred learning approaches, such as Problem-Based and Case-Based Learning. While pedagogy has evolved, the structured integration of artificial intelligence (AI) into medical and...
| Publicado en: | Studies in Health Technology & Informatics Vol. 336; pp. 2245 - 2250 |
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| Autores principales: | , , |
| Formato: | proceedings research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2026
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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=194019292&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194019292 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09269630 U1V jtl: Studies in Health Technology & Informatics issn: 09269630 maglogo: N pubinfo: dt: 2026 vid: 336 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 194019292 194019292 194019292 10.3233/SHTI260660 194019292 ppf: 2245 ppct: 5 formats: tig: atl: Integrating the Learning, Cognition, AI, and Pedagogy (L-CAP) Framework into Health Professions Education...36th Medical Informatics Europe (MIE) Conference, May 25-28, 2026, Genoa, Italy aug: au: KUMARAPELI, Pushpa de LUSIGNAN, Simon HADDAD, Tia affil: School of Computer Science and Mathematics, Kingston University London, UK. sug: subj: Health Occupations Education, Health Sciences Conceptual Framework Artificial Intelligence Italy Congresses and Conferences Human Professional Development Faculty Feedback Seminars and Workshops Exploratory Research Qualitative Studies Software Public Policy Learning Cognition Data Security Privacy and Confidentiality Teaching Goals and Objectives Simulations Faculty Role ab: Health-professions education has moved beyond traditional lecture-based instruction toward competency-based and student-centred learning approaches, such as Problem-Based and Case-Based Learning. While pedagogy has evolved, the structured integration of artificial intelligence (AI) into medical and healthprofessions education remains limited. Current curricula provide minimal exposure to AI fundamentals, data literacy, and ethics, leaving future clinicians underprepared for AI-enabled practice. This paper extends the Learning, Cognition, AI, and Pedagogy (L-CAP) framework, originally introduced in a continuing-professionaldevelopment programme for educators, to health-professions education. Grounded in cognitive science, pedagogy, and software-architecture principles, L-CAP provides a structured, human-centred model for embedding AI through four interdependent layers: Learning, Cognition, AI, and Pedagogy, linked by a Plan- Orchestrate-Assess-Reflect workflow. The framework supports applications in clinical reasoning, inter-professional learning, and ethics education. Early exploratory feedback from the United Kingdom and South Korea suggests that LCAP is clear, adaptable, and suitable for integration across medical and allied-health curricula. L-CAP thus offers a practical bridge between pedagogy and technology, supporting more integrated, AI-informed, and cognitively grounded healthprofessions education. pubtype: Academic Journal doctype: proceedings research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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