Abstract:

Generative Artificial Intelligence (GAI) is emerged as a game-changing technology with far-reaching implications across various fields. It is expected to bring new opportunities for rapid development in numerous areas, including the education sector where GAI has already shown promising results through multi-platform integration. In the future, the iterative development of GAI will give rise to a plethora of potential applications in the field of medical humanities education, enhancing its effectiveness precisely, promoting its development, and creating innovative modes of panoramic experience in the teaching process. However, along with the inherent ethical issues of GAI technology, such as black box algorithms, information cocooning, data privacy and security, and discriminatory algorithms, there will also be risks with distinct medical humanities characteristics that arise from the deep integration of GAI and medical humanities education. For instance, there is a possibility of values being compromised, the diminishing of human dominance, and the imbalance of the binary relationship between teaching and learning due to an excessive reliance on GAI. In order to address these ethical concerns and devise effective countermeasures to mitigate the risks imposed by GAI in empowering medical humanities education, it is necessary to establish clear boundaries and maximize the potential of artificial intelligence. We must also ensure that GAI stays true to its original purpose in this era of rapid technological advancements, and create a conducive ecological environment for its development based on legal regulations.

Key words: generative artificial intelligence, medical humanities, riview