Society Ethics Education
In Danish Education, AI Shapes Personalized Medicine at the Level of Values and Professional Identity
The role of artificial intelligence in personalized medicine in Denmark is not only seen as a new tool but also as a renegotiation of professional values and division of labor. A qualitative study published in the AI & SOCIETY journal examines how healthcare professionals, educators, and designers structure the place of AI in future clinical work as part of personalized medicine education.
The data consisted of 24 interviews, document material, and 28 hours of classroom observations from a Danish master's program in personalized medicine. The analysis utilized Shove's practice theory, where the change in work is examined through three interconnected elements: materials (such as technologies), competencies (skills and collaboration), and meanings (professional identity and ethical values).
The study describes how expectations, concerns, and interpretations associated with AI arise in practices where these elements are connected and disconnected. When new technologies and data-based methods are introduced into clinical work, the understanding of what skills are considered essential and how professionals perceive their responsibilities and ethical foundations also change.
According to the authors, the transformation of personalized medicine in healthcare progresses precisely through the reshaping of such practices: AI does not "come" to the clinic as a ready-made solution, but its role is built in education and work, where norms, identities, and everyday practices are aligned.
Source: AI and personalized medicine in healthcare: algorithmic normativity and practice configurations in Danish healthcare education, AI & SOCIETY.
The data consisted of 24 interviews, document material, and 28 hours of classroom observations from a Danish master's program in personalized medicine. The analysis utilized Shove's practice theory, where the change in work is examined through three interconnected elements: materials (such as technologies), competencies (skills and collaboration), and meanings (professional identity and ethical values).
The study describes how expectations, concerns, and interpretations associated with AI arise in practices where these elements are connected and disconnected. When new technologies and data-based methods are introduced into clinical work, the understanding of what skills are considered essential and how professionals perceive their responsibilities and ethical foundations also change.
According to the authors, the transformation of personalized medicine in healthcare progresses precisely through the reshaping of such practices: AI does not "come" to the clinic as a ready-made solution, but its role is built in education and work, where norms, identities, and everyday practices are aligned.
Source: AI and personalized medicine in healthcare: algorithmic normativity and practice configurations in Danish healthcare education, AI & SOCIETY.
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Original research: AI and personalized medicine in healthcare: algorithmic normativity and practice configurations in danish healthcare education
Publisher: AI & SOCIETY
Authors: Anette Lykke Hindhede, Vibeke Harms Andersen
January 11, 2026
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