Expanding the Roles of Medical Educators in the Generative Artificial Intelligence Era: A Qualitative Study

The rapid advancement of generative artificial intelligence (GAI) necessitates reconceptualizing medical educators’ professional roles. While Harden’s Six Roles of the Teacher have long defined educator identity, GAI integration may require expansion beyond this established framework. This study explored how medical educators perceive role evolution in the GAI era and identified emerging educator functions. A qualitative descriptive study was conducted during a faculty development program at a Japanese medical school in August 2025. Fifty-two faculty members discussed improving education using GAI. From 137 analyzed statements, content analysis applied Harden’s framework deductively, while the SAMR model assessed transformation levels. Statements showing high transformation (Modification/Redefinition) underwent inductive analysis to identify new roles. Traditional roles dominated: resource developer ( n = 34), assessor ( n = 29), facilitator ( n = 29), information provider ( n = 23), planner ( n = 17), and role model ( n = 5). Most statements reflected enhancement of existing practices (Substitution n = 51; Augmentation n = 67). Critically, 19 statements demonstrated transformative potential (Modification n = 15; Redefinition n = 4), revealing five emergent educator roles: analyst (evaluating GAI outputs), coordinator (orchestrating human-AI collaboration), content generator (co-creating with AI), fact checker (verifying AI accuracy), and lifelong learner (continuously adapting to AI evolution). This study demonstrates that GAI is expanding medical educators’ professional identity beyond traditional frameworks. While GAI enhances conventional roles, it simultaneously creates new responsibilities requiring critical judgment, ethical oversight, and adaptive expertise. These findings challenge the notion of AI as mere replacement, instead positioning educators as essential mediators in human-AI educational ecosystems. Faculty development must incorporate AI literacy and reflective practice to support this expanded professional identity.