Currently submitted to: JMIR Medical Education
Date Submitted: Sep 17, 2026
Open Peer Review Period: Sep 17, 2026 - Nov 12, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Twelve tips for designing GenAI-mediated learning activities to bridge basic science and clinical application in preclinical medical education: A tutorial for medical educators
ABSTRACT
Connecting basic biomedical science to clinical application remains a persistent challenge in preclinical medical education. Although generative artificial intelligence (GenAI) offers new opportunities to provide interactive, adaptive, and scalable learning support, educators often lack practical guidance on how to meaningfully integrate GenAI into instructional design. This article presents twelve tips for designing GenAI-mediated learning activities that support preclinical medical students in connecting biomedical knowledge with clinical application. Drawing on existing literature and our practical experience, these tips address three interconnected areas: grounding pedagogical decisions and instructional alignment, designing GenAI-mediated learning interactions, and enacting and implementing GenAI-mediated learning designs. Together, these tips emphasize theory-informed design, constructive alignment, effective prompting and feedback, stakeholder involvement, blended learning integration, and ongoing refinement through iterative co-design and continuous redesign. These recommendations aim to help educators move beyond technology-driven implementation and create GenAI-mediated learning activities that support meaningful knowledge reorganization and clinical reasoning development.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.