ArticlePerspectives on medical education2026
It's Not Just About the Tools: Emotionally Responsive GenAI Education.
Article in Perspectives on medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background & Need for Innovation: Generative artificial intelligence (GenAI) is rapidly entering health professions education, yet most training emphasizes tool use and ethical guidelines while neglecting emotional readiness. Educators often experience affective discomfort, such as a fear of obsolescence, uncertainty about the ethical use of GenAI, and threats to their professional identity, which can undermine their engagement with GenAI. Few professional development models offer structured support to address these barriers. Goal of Innovation: To show that emotional readiness is not a secondary concern but the central determinant of GenAI adoption. Steps Taken for the Development and Implementation of Innovation: We conducted a six-week, fully online, asynchronous course titled AI in Health Professions Education for healthcare professionals that integrated two core innovations: (1) an emotionally responsive, learner-centered environment and (2) a structured assignment framework, FAIR-Familiarization, Application, Interpretation, and Recalibration. The course prioritized emotional safety, instructor vulnerability, and learner agency to support educators through identity disruption and build reflective engagement with GenAI. Outcomes of the Innovation: Three cohorts (N = 40) participated in the course. Pre-course surveys revealed a mix of experience with GenAI and a wide range of emotional responses, including fear, excitement, and apprehension. Thematic analysis of end-of-course reflections showed a shift from anxiety to confidence and from resistance to leadership. Participants reported using GenAI tools in teaching, curriculum design, and faculty development. Six-month follow-up interviews (n = 5) demonstrated sustained tool use and institutional dissemination. Learners described themselves as change agents and expressed a commitment to supporting peers in the adoption of GenAI. Critical Reflection: This approach shifted learners from apprehension to leadership, proving emotional safety is key to GenAI adoption. Key pitfalls are the high instructor resource intensity and the entanglement of the FAIR framework and emotional design. We argue that this entanglement is the innovation, and emotional safety is the necessary precondition for the framework's success.
Indexed as
Identifiers
What OpenQuestion holds
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.