Minyang Chow

Biographic Data

ID8648333
NAMEMinyang Chow
GIVEN NAMESMinyang
FAMILY NAMEChow
SIGNATURECHOW M
AFFILIATIONSGroup Clinical Education National Healthcare Group Singapore
ORCID0009-0004-9398-7656
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS0
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2025
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Accurate contextual reporting amidst dynamic AI curricula development

    Open AccessLi Yunkai Andrew, Quek Yong Jing Daniel et al.ARTICLEMedical Education2026

    We read Zainal and colleague's article on a digital-age clinical artificial intelligence (AI) ethics competence framework with interest.1 We agree with their central argument—AI ethics must be addressed explicitly and practice-grounded in medical training. However, the paper's reporting of contextual information raises concerns of general importance. Table 1 describes the context of AI and ethics integration in Singapore's three medical schools. …

  • Coping with generative AI's (GenAI) perpetuation of epistemic uncertainties

    Open AccessOlivia Ng, Siew Ping Han et al.ARTICLEMedical Education2026

    Data sharing not applicable to this article as no datasets were generated or analysed during the current study

  • Empowering educators to create AI‐based pedagogical apps

    Open AccessMinyang Chow, Pao Hup Lim et al.ARTICLEMedical Education2026

  • When I say … productive struggle

    Open AccessMucheli Sharavan Sadasiv, Minyang ChowARTICLEMedical Education2026

    In contemporary medical education, our aim is to cultivate adaptive expertise, understood as the capacity to combine efficient routine performance with flexible, innovative responses under clinical uncertainty.1, 2 ‘Productive struggle’ has emerged as one route to this goal,3 yet the term is often used ambiguously. In high-workload cultures, the phrase risks becoming a rhetorical shield normalising unexamined difficulty. We therefore clarify ‘pro…

  • From technology adopters to creators

    Minyang Chow, Olivia NgARTICLEMedical Teacher2025

    Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To a…