A rtificial intelligence (AI) is defined as 'a field of science and engineering concerned with the computational understanding of what is commonly called intelligent behaviour, and with the creation of artefacts that exhibit such behaviour'.1 Aristotle attempted to formalise 'right thinking' (logic) through his syllogisms (a three part deductive reasoning). Much of the work in the modern era was inspired by this and the early studies on the operation of mind helped to establish contemporary logical thinking. Programs which enable computers to function in the ways, that make people seem intelligent are called artificial intelligent systems. The British mathematician Alan Turing (1950) was one of the founders of modern computer science and AI. He defined intelligent behaviour in a computer as the ability to achieve human-level performance in cognitive tasks, this later became popular as the 'Turing test'.2 Since the middle of the last century, researchers have explored the potential applications of intelligent techniques in every field of medicine.3,4 The application of AI technology in the field of surgery was first successively investigated by Gunn in 1976, when he explored the possibility of diagnosing acute abdominal pain with computer analysis. 5 The last two decades have seen a surge in the interest in medical AI.Modern medicine is faced with the challenge of acquiring, analysing and applying the large amount of knowledge necessary to solve complex clinical problems. The development of medical artificial intelligence has been related to the development of AI programs intended Artificial intelligence in medicine AN

In contrast to national policy guidelines, this small-scale case study has revealed an unequal relationship between team-teachers at the local level and the extent to which local Japanese teacher intervention is necessary in classroom exchanges. Such analysis of local practice is aided by the use of a simple, yet effective, observational framework for classroom discourse (Sinclair & Coulthard, 1975), accompanied by background information. This combination of insights clearly shows interactional patterns and power relations between team-teachers.

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