AI reshapes what doctors learn
The rise of artificial intelligence in medicine is leading to a reevaluation of how medical schools train doctors. Prof. Anat Gafter-Gvili, who will take on the leadership of Tel Aviv University’s medical school, believes the focus should shift away from memorizing facts and instead concentrate on learning how to locate and effectively use information.
For more than a hundred years, medical education has been grounded in the belief that doctors must amass extensive knowledge before they can begin treating patients. However, the introduction of AI tools capable of rapidly analyzing data and offering diagnostic suggestions is challenging this traditional system.
Gafter-Gvili is advocating for changes in the Israeli medical training system. At the moment, it takes around a decade to become a specialist, with the process involving medical school, an internship, and residency. She believes the process can be made faster and more efficient.
New training, new tools
Gafter-Gvili explains that doctors in the upcoming years will need to develop the skills to work alongside AI tools. These tools can help save time and provide valuable insights, although they won’t replace the role of doctors. Her plan involves integrating AI education into the medical school curriculum to prepare students for this reality.
She also aims to reduce the length of the sixth year of medical school, during which students receive additional training. Unfortunately, she is encountering resistance from higher education authorities such as the Council for Higher Education and the Planning and Budgeting Committee.
One potential method for shortening the training period, Gafter-Gvili suggests, is to transition from traditional classroom-based teaching to online learning in appropriate areas. This approach could allow students to learn at a pace that suits them and reduce unnecessary time spent in classrooms.
Internal medicine and the path she chose
Gafter-Gvili is an internist and a hematologist, and she considers internal medicine to be the foundation of hospitals. These departments are responsible for handling the most complex cases and maintaining the stability of hospitals during normal times, during conflicts, and during public health crises.
She acknowledges that many of her colleagues pursue private practice for the financial rewards it offers, but she emphasizes the importance and value of remaining in hospital-based care. She states, “People who choose medicine for the purpose of making money are making the wrong choice.”
In her new position at Tel Aviv University, Gafter-Gvili emphasizes that her responsibilities extend beyond just education. She believes her role is about influencing the future of the medical profession. She highlights, “Being head of a medical school means being responsible for educating the next generation of physicians.”
As Gafter-Gvili reflects on the future of medicine, she underlines the necessity for medical education to evolve in response to advancements like AI. This shift, she argues, will help create better-prepared doctors who can navigate the complexities of modern healthcare while embracing technological tools.
Her vision includes rethinking the layers of medical knowledge required for doctors to be effective. While foundational knowledge is essential, Gafter-Gvili advocates for innovative teaching methods that move away from rote memorization and instead focus on critical thinking and problem-solving skills.
She also envisions AI as a valuable tool for improving the efficiency of medical education. By using AI to assist in the learning process, she believes it may be possible to shorten the duration of medical studies without compromising the quality of training.
Gafter-Gvili acknowledges that significant changes in medical education will require the cooperation and compromise of educational authorities like the Council for Higher Education and the Planning and Budgeting Committee. She is confident that these bodies can recognize the reality of AI-driven advancements and work towards necessary reforms.