Artificial Intelligence in Continuing Medical Education: Inevitable ally or just another tool?

Abstract

The emergence of generative artificial intelligence (AI) has brought about significant transformations in continuing medical education (CME) and, more broadly, in continuing professional development (CPD). This essay aims to critically analyze its incorporation, not from a technological standpoint, but by focusing on the value it can bring to institutions, educators, and healthcare professionals. AI can add value by increasing efficiency (e.g., automatic translation or summarization), improving quality (such as assisted creation of educational materials), and enabling previously unfeasible practices (like real-time personalized tutoring support). Use cases are presented in both formal settings (courses, conferences) and informal ones (workplace learning), highlighting that most clinical learning occurs in the latter.

The necessary competencies for responsible adoption by educators are also reviewed, along with key

risks such as privacy concerns, the possibility of errors, cultural biases, and ethical dilemmas related to transparency and authorship. Nevertheless, it is suggested that the usefulness of these systems should be evaluated in comparison to “the best available human” for consultation—which will vary depending on the context.

Finally, a rapid adoption of AI by physicians is noted, in contrast with a slower institutional integration. To support its organizational uptake, proposed strategies include experimentation policies, active leadership, interdisciplinary collaboration, and the inclusion of AI in operational workflows.

In conclusion, AI is not merely an additional tool, but an inevitable ally in CME, with its impact depending on alignment with real needs and its ethical, context-sensitive integration.