Integrating Artificial Intelligence (AI) into Problem-Based Learning (PBL) Module for Medical Professionalism and Ethics Education

Nurfarahin Nasri; Khairul Azhar Jamaludin; Nurfaradilla Mohamad Nasri

doi:10.1007/s40670-025-02585-4

Integrating Artificial Intelligence (AI) into Problem-Based Learning (PBL) Module for Medical Professionalism and Ethics Education

Med Sci Educ. 2025 Nov 28;35(6):2699-2703. doi: 10.1007/s40670-025-02585-4. eCollection 2025 Dec.

Authors

Nurfarahin Nasri¹, Khairul Azhar Jamaludin^{1

2}, Nurfaradilla Mohamad Nasri^{1

2}

Affiliations

¹ Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor 43600 UKM Malaysia.
² ELITEE Research Group, Enhanced Learning for Inclusive and Transformational Education Experience, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

PMID: 41798389
PMCID: PMC12960872 (available on 2026-12-01)
DOI: 10.1007/s40670-025-02585-4

Abstract

An Artificial Intelligence (AI)-integrated problem-based learning (PBL) module was co-created to enhance Medical Professionalism and Ethics (MPE) education. Developed through a structured three-phase curriculum co-creation, the module combined ChatGPT-enabled real-time interaction with authentic clinical ethics cases. Guided by the TPACK framework and PBL pedagogy, ChatGPT acted as a virtual co-facilitator using scaffolded prompts aligned with Bloom's taxonomy. The module was piloted with fourth-year medical students during scheduled teaching sessions. Instructor and student feedback indicated deeper ethical reasoning, sustained discussion, and improved engagement, though instructors faced challenges moderating AI input. These findings demonstrate AI's pedagogical value in facilitating complex ethical discussions.

Keywords: Artificial intelligence; ChatGPT; Curriculum co-creation; Medical professionalism and ethics education; Problem-based learning.