Authors
Jianye Wang, Jiaqi Xu, Zhaojing Fu, Li Song
Published in
Journal of cancer education : the official journal of the American Association for Cancer Education. Aug 02, 2026. Epub Aug 02, 2026.
Abstract
Training in gynecologic oncology requires mastery of complex decision making and technically demanding procedures, yet opportunities for repetitive practice are often limited by case volume, patient-safety considerations, and unequal access to expert supervision. Artificial intelligence (AI) has therefore attracted attention as a potential adjunct to simulation-based and feedback-intensive surgical education. This qualitative study explored how educators and learners perceive the role of AI in gynecologic oncology training. Semi-structured interviews were conducted with five gynecologic oncology faculty members and ten postgraduate obstetrics and gynecology trainees at a university-affiliated teaching hospital. Interview data were analyzed using inductive thematic analysis. Three themes were identified: AI as a tool for expanding deliberate practice and structured feedback, barriers that limit acceptable adoption, and conditions required for responsible implementation. Participants described AI-enhanced simulation as valuable for risk-free rehearsal, exposure to uncommon cases, and more objective assessment, while also emphasizing concerns about realism, cost, access, and data governance. Both groups supported a hybrid educational model in which AI supplements rather than replaces human mentorship. These findings suggest that AI can strengthen gynecologic oncology education when it is integrated into competency-based curricula, accompanied by faculty oversight, and supported by appropriate ethical and infrastructural safeguards.
PMID:
42543452
Bibliographic data and abstract were imported from PubMed on 03 Aug 2026.
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