Abstract:

Artificial intelligence (AI) is rapidly becoming embedded in the everyday practice of medicine and in the education of the physicians of tomorrow. Within seconds, a resident can now retrieve clinical guidelines, interrogate the latest evidence, generate structured differential diagnoses, and obtain decision support that once required hours in a library or the guidance of a senior colleague. These capabilities carry undeniable value, yet they have also intensified a longstanding anxiety about the future of traditional clinical training, and in particular about whether time-honoured methods such as bedside teaching retain their relevance. In paediatrics, this question carries special weight. Caring for children demands more than the recognition of disease patterns; it requires the ability to read a non-verbal patient, to earn the trust of frightened parents, to interpret subtle physical signs, and to make defensible decisions under uncertainty. Many of these competencies—clinical reasoning, communication, professionalism, and empathy—are acquired only through repeated, supervised, direct contact with patients and their families. AI can accelerate access to information and enrich the learning that surrounds a clinical encounter, but it cannot examine a breathless infant, comfort a distraught mother, or weigh the social realities that shape a treatment plan. This article argues that the future of pediatric residency lies not in choosing between technological innovation and bedside teaching, but in deliberately integrating the two so that each strengthens the other.

Keywords:

Artificial Intelligence, Bedside Teaching, Pediatric Residency, Medical Education, Clinical Skills, Clinical Judgment, Empathy, Paediatrics.

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Methods