ArticleKorean journal of medical education2026
Crossing the theory threshold: the pedagogical potential of generative artificial intelligence in educational research.
Article in Korean journal of medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- The new wave of generative artificial intelligence in medical education.Korean journal of medical education · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
purposeThis paper presents findings from an educational research graduate course in which generative artificial intelligence (AI) was incorporated to strengthen learners' understanding of threshold concepts related to theoretical frameworks. Medical and health professionals often struggle with the transition from a clinical role into the educational research role.
methodsThe study posits that the use of generative AI will help learners understand and apply theoretical frameworks beyond a superficial level, furthering their understanding, constructing new knowledge, and strengthening their ability to develop sound educational research studies. Journal and AI transcripts were analyzed for 37 participants.
resultsOpen-ended codes were grouped into five themes reflecting a developmental progression across phases of threshold crossing: encountering challenge, adapting through iteration, deepening engagement, customizing understanding, and cultivating metacognition. The first two themes represent learners' entry into the troublesome and liminal phases of threshold crossing, while the latter three reflect integrative and transformative shifts in their understanding and use of theory.
conclusionLearner perceptions of using generative AI to acquire theoretical framework threshold concepts are discussed to better understand how AI can be used as a supplemental resource in asynchronous learning environments. Faculty observations of learner performance, suggested generative AI teaching strategies, and potential threats, including AI hallucinations and the clarification of misinformation, are discussed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.