DOI: 10.25952/0krg-7t38

description: Supplemental data for a book chapter in "Education without Boundaries".

Ongoing advancements in technology and expansion of knowledge, alongside systemic challenges like social marginalisation (Fluit et al., 2024), call for adaptive educational strategies in healthcare. This chapter explores the potential of Generative Artificial Intelligence (GenAI) as a complementary tool within a Problem-Based Learning (PBL) educational approach—a cornerstone of Student-Centred Learning (SCL) —to enhance healthcare education. 
Grounded in constructivist, humanist, and behaviourist principles (Mukhalalati & Taylor, 2019), PBL fosters critical thinking, collaboration, and authentic engagement with complex, real-world problems. Thoughtfully integrated, GenAI tools can benefit both students and academic staff by generating tailored learning materials, fostering critical reflection through Socratic questioning (Ho et al., 2023; Overholser & Beale, 2023), and aiding personalised learning. Through coaching (Coumans & Wark, 2024; Hurlow, 2022), positive psychology (Passmore & Lai, 2019; Peláez Zuberbuhler et al., 2024; Seligman, 2011) and neuroeducational principles (Coumans & Wark, 2024), these can create inclusive, emotionally supportive learning environments that nurture growth mindsets, reduce stress, and promote neuroplasticity — elements crucial for effective, student-centred learning (Immordino-Yang et al., 2019; Voss et al., 2017). 
To address persistent systemic challenges, including entrenched inequities and ongoing practitioner shortages (Mukhalalati & Taylor, 2019) broader strategies are also proposed. These include service learning (SL) and alignment with the United Nations (UN) Sustainable Development Goals (SDGs), all designed to cultivate socially responsible and adaptive healthcare practitioners. 
Ethical risks, such as passive learning or diminished critical thinking, are also discussed (Michel-Villarreal et al., 2023). These underscore the need for skilled facilitation, ensuring AI remains a reflective, supplementary aid, rather than a substitute for human judgment.
By implementing GenAI within current pedagogical frameworks, this chapter envisions a future-ready educational ecosystem. This system will equip healthcare professionals to navigate complex, technology-driven environments while contributing to the sustainability of society.
description: Supplemental data for a book chapter in "Education without Boundaries".

Ongoing advancements in technology and expansion of knowledge, alongside systemic challenges like social marginalisation (Fluit et al., 2024), call for adaptive educational strategies in healthcare. This chapter explores the potential of Generative Artificial Intelligence (GenAI) as a complementary tool within a Problem-Based Learning (PBL) educational approach—a cornerstone of Student-Centred Learning (SCL) —to enhance healthcare education. 
Grounded in constructivist, humanist, and behaviourist principles (Mukhalalati & Taylor, 2019), PBL fosters critical thinking, collaboration, and authentic engagement with complex, real-world problems. Thoughtfully integrated, GenAI tools can benefit both students and academic staff by generating tailored learning materials, fostering critical reflection through Socratic questioning (Ho et al., 2023; Overholser & Beale, 2023), and aiding personalised learning. Through coaching (Coumans & Wark, 2024; Hurlow, 2022), positive psychology (Passmore & Lai, 2019; Peláez Zuberbuhler et al., 2024; Seligman, 2011) and neuroeducational principles (Coumans & Wark, 2024), these can create inclusive, emotionally supportive learning environments that nurture growth mindsets, reduce stress, and promote neuroplasticity — elements crucial for effective, student-centred learning (Immordino-Yang et al., 2019; Voss et al., 2017). 
To address persistent systemic challenges, including entrenched inequities and ongoing practitioner shortages (Mukhalalati & Taylor, 2019) broader strategies are also proposed. These include service learning (SL) and alignment with the United Nations (UN) Sustainable Development Goals (SDGs), all designed to cultivate socially responsible and adaptive healthcare practitioners. 
Ethical risks, such as passive learning or diminished critical thinking, are also discussed (Michel-Villarreal et al., 2023). These underscore the need for skilled facilitation, ensuring AI remains a reflective, supplementary aid, rather than a substitute for human judgment.
By implementing GenAI within current pedagogical frameworks, this chapter envisions a future-ready educational ecosystem. This system will equip healthcare professionals to navigate complex, technology-driven environments while contributing to the sustainability of society.