Author ORCID Identifier
Document Type
Conference Proceeding
Publication Date
8-7-2025
Publication Title
New Trends in Disruptive Technologies, Tech Ethics and Artificial Intelligence
Volume
DiTTET 2025
DOI
https://doi.org/10.1007/978-3-031-99474-6_6
Abstract
The integration of AI-powered agents in medical education offers a significant opportunity to enhance communication skills among future physicians. This study introduces a novel dual-agent AI system, leveraging large language models, to simulate realistic patient interactions during a neurology visit for memory loss and to evaluate communication proficiency. The patient simulator engages medical students in history-taking exercises, while the evaluator agent provides immediate, actionable insights and structured feedback directly aligned with the Core Entrustable Professional Activities (EPAs) framework. Findings from a participatory design process with three neuroscience experts indicate that while the agent effectively delivers medical information and fosters dialogue, limitations remain in maintaining nuanced contextual understanding and conveying empathetic responses. We discuss these limitations and propose refinements to the model and feedback mechanisms to enhance its educational efficacy. This research underscores the potential of dual AI agents in teaching crucial doctor-patient communication skills, contributing to the advancement of AI-assisted personalized medical education, and highlighting key areas for future development.
Recommended Citation
Mirzac, V., Thallemer, A.M., Yu, MC., Chen, YT., Tsai, CH. (2025). Evaluating the Use of AI Agents in Teaching Doctor-Patient Communication Skills. In: de la Iglesia, D.H., de Paz Santana, J.F., López Rivero, A.J. (eds) New Trends in Disruptive Technologies, Tech Ethics and Artificial Intelligence. DiTTET 2025. Advances in Intelligent Systems and Computing, vol 1465. Springer, Cham. https://doi.org/10.1007/978-3-031-99474-6_6
Comments
This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-3-031-99474-6_6
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