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<p>Reflective practice is vital yet challenging to pursue in medical training. This commentary, from both trainee and educator-mentor perspectives, explores the Large Language Model (LLM) potential for reflection. Informed by Moon’s stages of learning, Self-Determination Theory, and recent empirical data on LLM efficacy and ethics,&#xa0;we discuss affordances like accessibility and limitations including privacy risks and superficial engagement. We advocate a hybrid model emphasizing critical LLM literacy and human mentorship, proposing strategies for evaluating LLM impact. LLMs can complement, not replace, human guidance in fostering reflection.</p>

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Can Large Language Models Foster Reflective Practice? A Dialogically-Informed Exploration by a Trainee-Educator Dyad

  • 期刊论文

  • 发表日期：

    2025年11月28日

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  • Stewart Retnam,
  • Mucheli Sharavan Sadasiv

摘要

Reflective practice is vital yet challenging to pursue in medical training. This commentary, from both trainee and educator-mentor perspectives, explores the Large Language Model (LLM) potential for reflection. Informed by Moon’s stages of learning, Self-Determination Theory, and recent empirical data on LLM efficacy and ethics, we discuss affordances like accessibility and limitations including privacy risks and superficial engagement. We advocate a hybrid model emphasizing critical LLM literacy and human mentorship, proposing strategies for evaluating LLM impact. LLMs can complement, not replace, human guidance in fostering reflection.