Leveraging AI to Democratize the Hidden Curriculum in Medical Education: An Implementation Framework
Document Type
Article
Version Deposited
Published Version
Publication Date
9-6-2025
Publication Title
Medical Science Educator
DOI
10.1007/s40670-025-02497-3
Abstract
The “hidden curriculum” in medical education—comprising unwritten rules, values, and expectations—significantly impacts student success, yet remains inaccessible to students from underrepresented backgrounds. This paper presents a theoretical framework and practical implementation strategy for using artificial intelligence (AI) to democratize access to this hidden curriculum. We analyze how cognitive load theory and the Fast/Slow Thinking paradigm explain inequities in professional integration, then propose a comprehensive implementation approach to guide equitable AI integration. This model demonstrates how AI tools, when thoughtfully implemented, can reduce cognitive burdens on disadvantaged students, accelerate professional acculturation, and contribute to building an inclusive medical workforce.
Recommended Citation
Martin, J.K., Byrd, M. Leveraging AI to Democratize the Hidden Curriculum in Medical Education: An Implementation Framework. Med.Sci.Educ. (2025). https://doi.org/10.1007/s40670-025-02497-3
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Technology Commons, Inequality and Stratification Commons, Medical Education Commons, Scholarship of Teaching and Learning Commons
