Cultivating Academic Writing Competence in Medical Students in the Era of Artificial Intelligence

In an era where artificial intelligence (AI) profoundly permeates academic writing, this paper proposes a collaborative model that defines the roles of students, mentors, and AI in medical academic writing training. Its primary significance resides in mitigating the propensity of medical students to excessively depend on AI in academic writing. It deconstructs the academic writing process into three distinct phases: problem definition, literature retrieval and information synthesis, and paper drafting and iterative refinement. It clearly delineates the auxiliary boundaries for AI as an efficiency enhancer and reflection catalyst, alongside the core role of the mentor as a thought guide and value judge. The core of a successful AI-integrated education strategy lies in a meticulously designed collaborative proces.