Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158

Masters, Ken

doi:10.1080/0142159x.2023.2186203

Cited by 105 publications

(77 citation statements)

References 53 publications

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“…[25][26][27] ChatGPT may become an instrumental teaching tool to help students master the undergraduate medical curriculum, although the degree to which it can and should be incorporated into medical education has understandably become a controversial subject. Our group supports the thoughtful and ethical incorporation of artificial intelligence in medical education 28 and are actively exploring ways that these tools might be used to support underperforming students. Moreover, calls to incorporate knowledge of artificial intelligence in medical education, including appropriate use, continue to build 29,30 and there is now gradual incorporation into Canadian medical training.…”

Section: Morjaria Et Almentioning

confidence: 99%

Examining the Threat of ChatGPT to the Validity of Short Answer Assessments in an Undergraduate Medical Program

Morjaria,

Burns,

Bracken

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVES ChatGPT is an artificial intelligence model that can interpret free-text prompts and return detailed, human-like responses across a wide domain of subjects. This study evaluated the extent of the threat posed by ChatGPT to the validity of short-answer assessment problems used to examine pre-clerkship medical students in our undergraduate medical education program. METHODS Forty problems used in prior student assessments were retrieved and stratified by levels of Bloom's Taxonomy. Thirty of these problems were submitted to ChatGPT-3.5. For the remaining 10 problems, we retrieved past minimally passing student responses. Six tutors graded each of the 40 responses. Comparison of performance between student-generated and ChatGPT-generated answers aggregated as a whole and grouped by Bloom's levels of cognitive reasoning, was done using t-tests, ANOVA, Cronbach's alpha, and Cohen's d. Scores for ChatGPT-generated responses were also compared to historical class average performance. RESULTS ChatGPT-generated responses received a mean score of 3.29 out of 5 (n = 30, 95% CI 2.93-3.65) compared to 2.38 for a group of students meeting minimum passing marks (n = 10, 95% CI 1.94-2.82), representing higher performance ( P = .008, η2 = 0.169), but was outperformed by historical class average scores on the same 30 problems (mean 3.67, P = .018) when including all past responses regardless of student performance level. There was no statistically significant trend in performance across domains of Bloom's Taxonomy. CONCLUSION While ChatGPT was able to pass short answer assessment problems spanning the pre-clerkship curriculum, it outperformed only underperforming students. We remark that tutors in several cases were convinced that ChatGPT-produced responses were produced by students. Risks to assessment validity include uncertainty in identifying struggling students and inability to intervene in a timely manner. The performance of ChatGPT on problems requiring increasing demands of cognitive reasoning warrants further research.

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Section: Morjaria Et Almentioning

confidence: 99%

Examining the Threat of ChatGPT to the Validity of Short Answer Assessments in an Undergraduate Medical Program

Morjaria,

Burns,

Bracken

et al. 2023

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

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“…A clear alignment fosters more robust learning environments that lead to desired learning outcomes. Additionally, as adult educators engage in the ethical questions of AI use in learning environments they will help to create guidelines that protect learner privacy, limit data collection, and ensure data security (Masters, 2023).…”

Section: Ai At the Intersection Of Healthcare Professionals And Patientsmentioning

confidence: 99%

Incorporation of artificial intelligence in healthcare professions and patient education for fostering effective patient care

Mucci,

Green,

Hill

2024

New Dir Adult Contin Educ

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Artificial intelligence (AI) influences many aspects of modern life and has multiple applications in the delivery of healthcare. AI is designed to mimic human capabilities including pattern recognition, data analysis, and decision‐making and perform tasks more efficiently. It is capable of detecting patterns in large datasets that might elude human beings. AI has potential to improve patient care, patient safety, disease diagnosis and treatment; public health; health research; health administration; and the daily work of health professionals. In 2019, the US National Academy of Medicine emphasized the need for “physicians, nurses, and other clinicians, data scientists, health care administrators, public health officials, policy makers, regulators, purchasers of health care services, and patients to understand the basic concepts, current state of the art, and future implications of the revolution in AI and machine learning.” Therefore, it is incumbent on adult educators to incorporate AI training into health professions education and patient education.

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“…Distance educators fulfil several roles in online courses including supporting pedagogical/instructional designer, facilitator, and social, managerial, and technical functions [5,6]. Continuous teacher education and access to technical support as well as modern hybrid teaching tools and appropriate facilities are prerequisites for quality online teaching [4,7,8]. Since online education will be the main mode of ongoing lifelong learning for many in the dietetics workforce, development of students' technological skills is needed.…”

Section: Knowledge Transfer Of Fiona Mcculloughmentioning

confidence: 99%

How Can Distance Learning Help with the Future of Dietetics Education?

McCullough,

Griffin,

García-González

2024

Komp Nutr Diet

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The coronavirus disease 2019 pandemic necessitated the use of distance education, which sparked a technological transformation that was long overdue in higher education. The purpose of this narrative review is two-fold: to summarize the state of knowledge regarding distance education in nutrition and dietetics education over the past 30 years to inform recommendations for future education/research and implications for practice and to determine the influence that distance education has had on the knowledge, skills, and attitudes of both nutrition and dietetics educators and their students. A narrative review of 822 publications yielded 25 that met the search criteria. In the scope of 30 years, the literature shows that attitudes and perceptions of distance education have changed as barriers to online access have diminished and the availability of online nutrition and dietetics courses and Accreditation Council for Education in Nutrition and Dietetics-accredited distance education programs has expanded. However, whereas the limited results are promising, the paucity of large-sample research about the use of distance education in nutrition and dietetics education restricts educators' knowledge of and ability to evaluate the learning outcomes of distance programs and courses. Moreover, differences in how accreditors, government agencies, and institutions define distance education could have significant influence on funding and financial aid benefits for students and research. Recommendations for future research and implications for practice are provided given the relevance and importance of distance education to nutrition and dietetics education.

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Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158

Cited by 105 publications

References 53 publications

Examining the Threat of ChatGPT to the Validity of Short Answer Assessments in an Undergraduate Medical Program

Examining the Threat of ChatGPT to the Validity of Short Answer Assessments in an Undergraduate Medical Program

Incorporation of artificial intelligence in healthcare professions and patient education for fostering effective patient care

How Can Distance Learning Help with the Future of Dietetics Education?

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