Can educators distinguish between medical student and generative AI-authored reflections?

ABSTRACT:

Introduction

Reflection is integral to the modern doctor's practice and, whilst it can take many forms, written reflection is commonly found on medical school curricula. Generative artificial intelligence (GenAI) is increasingly being used, including in the completion of written assignments in medical curricula. We sought to explore if educators can distinguish between GenAI- and student-authored reflections and what features they use to do so.

Methods

This was a mixed-methods study. Twenty-eight educators attended a 'think aloud' interview and were presented with a set of four reflections, either all authored by students, all by GenAI or a mixture. They were asked to identify who they thought had written the reflection, speaking aloud whilst they did so. Sensitivity (AI ref

SUBMITTER: Wraith C 

PROVIDER: S-EPMC12513547 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature