Beyond Lectures: Reimagining Psychiatric Didactics for the Age of AI.

ABSTRACT: The increasing use of generative large language models (LLMs) necessitates a fundamental reevaluation of traditional didactic lectures in medical education, particularly within psychiatry. The specialty's inherent diagnostic ambiguity, biopsychosocial complexity, and reliance on nuanced interpersonal skills demand an educational model that transcends mere information transfer, focusing instead on cultivating sophisticated clinical reasoning. This viewpoint argues for a shift from passive knowledge transmission to active, facilitated development of higher-order thinking, aligning with the Bloom taxonomy. We describe four core propositions: (1) shifting foundational knowledge acquisition to faculty-curated asynchronous artificial intelligence (AI)-assisted micromodules; (2) transforming sync

SUBMITTER: Elkrief L 

PROVIDER: S-EPMC12619012 | biostudies-literature | 2025 Oct

REPOSITORIES: biostudies-literature