Research Summary: Artificial intelligence as a constructivist scaffold in anaesthesia education: a mini review

Artificial intelligence (AI), encompassing generative AI and large language models, is increasingly being adopted in health professions education. However, its specific educational benefits within anaesthesia education are currently limited and heterogeneous, with much of the existing literature either demonstrating feasibility, extrapolating from broader health professions, or proposing applications rather than providing empirical evidence. This review frames AI's role through a constructivist learning lens, positioning it as a temporary and adaptable scaffold to support learning, rather than an independent teaching or assessment tool.

Why it matters

The adoption of advanced technological tools like AI in specialized professional training, such as anaesthesia, presents both opportunities and challenges. Understanding the current state of evidence and the theoretical underpinnings for effective integration is crucial for optimizing educational outcomes and ensuring responsible deployment. This informs strategic investment in research and development for educational technologies.

Key insights

• The use of AI, including generative AI and large language models, is growing in health professions education.
• Empirical evidence demonstrating the educational benefit of AI specifically within anaesthesia education remains limited and heterogeneous.
• Existing literature often comprises feasibility studies, extrapolations from other health professions, or proposed applications, rather than direct evidence.
• AI is conceptualized as a constructivist scaffold, meant to be contingent, temporary, adapted to learner performance, and progressively faded.
• AI is not viewed as an autonomous teacher or an objective assessor, but as a support tool.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1893582