Ethics and Professionalism Challenges in Digital Learning Practices in Medical Faculty: An Evidence-Based Case Review
Keywords:
digital learning, profesionalism, ethics, virtual reality, artificial intelligenceAbstract
Implementation of Digital learning in medical education is challenging. Since Professionalism and Professional Identity is a core competency, implementing Digital technology including Virtual Reality (VR) and Artificial Intelligence (AI) can intervene development of Professionalism Identity. This Evidence Based Case Review aims to find the impact of implementations Digital Technology in medical students through various implementation in the medical curriculum. The research indicates that the developmental patterns of professionalism among students remain varied. While the use of VR and AI is perceived to achieve the desired educational impact, their implementation triggers significant ethical and professional concerns, such as data privacy, secondary skills achievements, and professional integrity. The integration of technology in medical education needs ethical considerations within the curriculum to ensure that technological advancements do not affect medical professionalism.
References
A. Junga et al., “Immersive learning in medical education: analyzing behavioral insights to shape the future of VR-based courses,” BMC Medical Education, vol. 24, no. 1, Art. no. 1413, 2024, doi: 10.1186/s12909-024-06337-7.
A. Itani, S. L. Gronseth, S. Musaad, T. Nguyen, Y. Mirabile, and B. M. Beech, “Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings,” International Journal of Educational Technology in Higher Education, vol. 22, Art. no. 68, 2025, doi: 10.1186/s41239-025-00563-9.
M. Farooq et al., “Professionalism and professional identity in medical students: a cross-sectional mixed-methods analysis of correlation and progression,” Frontiers in Medicine, vol. 12, Art. no. 1650073, 2025, doi: 10.3389/fmed.2025.1650073.
S. S. Guraya, S. Y. Guraya, D. W. Harkin, Á. Ryan, M. Z. M. Nor, and M. S. B. Yusoff, “Medical Education e-Professionalism (MeEP) framework: From conception to development,” Medical Education Online, vol. 26, no. 1, Art. no. 1893926, 2021, doi: 10.1080/10872981.2021.1893926.
S. A. Pronka, S. L. Gorter, J. J. van Luijk, G. J. Oudhuis, P. C. Barnhoorn, and W. N. K. A. van Mook, “Online professionalism through the lens of medical students and residents: A focus group study,” International Journal of Medical Informatics, vol. 168, Art. no. 105879, 2025, doi: 10.1016/j.ijmedinf.2025.105879.
Y. Song, S. Lv, M. Wang, Z. Wang, and W. Dong, “The impact of digital learning competence on the academic achievement of undergraduate students,” Behavioral Sciences, vol. 15, no. 6, Art. no. 840, 2025, doi: 10.3390/bs15060840.
M. Marshall, V. Niranjan, E. Spain, J. MacDonagh, J. O’Doherty, R. O’Connor, and A. O’Regan, “‘Doctors can’t be doctors all of the time’: A qualitative study of how general practitioners and medical students negotiate public-professional and private-personal realms using social media,” BMJ Open, vol. 11, no. 11, Art. no. e047991, 2021, doi: 10.1136/bmjopen-2020-047991.
P. Sari and M. W. Lestari, “Implementation of professionalism of medical faculty students during small group discussions in qualitative study,” International Islamic Medical Journal, vol. 6, no. 2, pp. 102–113, 2024, doi: 10.33086/iimj.v6i2.6361.
S. A. Rusticus, T. Pashootan, and A. Mah, “What are the key elements of a positive learning environment? Perspectives from students and faculty,” Learning Environments Research, vol. 26, pp. 161–175, 2023, doi: 10.1007/s10984-022-09410-4.
S. S. Guraya, S. Y. Guraya, F. Rashid-Doubell, S. Fredericks, D. W. Harkin, M. Z. M. Nor, and M. S. B. Yusoff, “Reclaiming the concept of professionalism in the digital context: A principle-based concept analysis,” Annals of Medicine, vol. 56, no. 1, Art. no. 2398202, 2024, doi: 10.1080/07853890.2024.2398202.
S. Sarraf-Yazdi, M. D. Mehdi, Y. N. Teo, A. E. H. How, Y. H. Teo, S. Goh, and L. R. Krishna, “A scoping review of professional identity formation in undergraduate medical education,” Journal of General Internal Medicine, vol. 37, no. 14, pp. 3511–3523, 2022, doi: 10.1007/s11606-021-07024-9.
G. Walsh, N. Stogiannos, R. de Venter, C. Rainey, W. Tam, S. McFadden, et al., “Responsible AI practice and AI education are central to AI implementation: A rapid review for all medical imaging professionals in Europe,” BJR Open, vol. 5, no. 1, Art. no. 20230033, 2023, doi: 10.1259/bjro.20230033.
R. G. McGee, S. Wark, F. Mwangi, A. Drovandi, F. Allelé, and B. S. Malau-Aduli, “Digital learning of clinical skills and its impact on medical students’ academic performance: A systematic review,” BMC Medical Education, vol. 24, Art. no. 1477, 2024, doi: 10.1186/s12909-024-04671-2.
D. V. Parums, “Artificial intelligence (AI) in clinical medicine and the 2020 CONSORT-AI study guidelines,” Medical Science Monitor, vol. 27, Art. no. e933675, 2021, doi: 10.12659/MSM.933675.
C.-Y. Lee, S.-Y. Yau, M.-M. Chen, and H.-Y. Lai, “Redefining medical professionalism in Taiwan: A qualitative study of societal expectations and educational implications,” Perspectives on Medical Education, vol. 14, no. 1, pp. 685–698, 2025, doi: 10.5334/pme.1828.
