Using artificial intelligence to provide a 'flipped assessment' approach to medical education learning opportunities.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2024-12-01 DOI:10.1080/0142159X.2024.2434101

Samuel Birks, James Gray, Claire Darling-Pomranz

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引用次数: 0

Abstract

Purpose of the article: Generative AI can potentially streamline the creation of practice exam questions. This study sought to evaluate medical students' confidence using generative AI for this purpose, and overall attitudes towards its use.

Materials and methods: The study used a mixed-methods approach with a pre-post intervention design. 68 medical and physician associate students were recruited to attend a workshop where they were shown how to use Google Bard (now Gemini) to write exam questions before being encouraged to do this themselves with guidance. A survey was completed before and after. Seven students also participated in a follow-up focus group.

Results: The results showed an increase in participants' confidence in using AI to write practice exam questions (p < 0.001) after the workshop. Qualitative feedback highlighted pros and cons of using generative AI to write exam questions, alongside some concerns about its implementation. Students noted other positive uses in the curriculum and expressed a desire for institutional clarity on appropriate AI use.

Conclusions: While increased confidence is positive, rigorous evaluation of AI-generated question quality is needed to confirm accuracy. Teaching students to use generative AI to create and critique practice questions represents a means of encouraging appropriate AI use.

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.