Taking the plunge together: A student-led faculty learning seminar series on artificial intelligence

Abstract

Objective

This pilot study explored the effectiveness of a student-led faculty development series by evaluating two key outcomes: the capacity of students to deliver meaningful professional development sessions to faculty and the impact of these sessions on faculty perceptions of generative artificial intelligence (AI).

Methods

In a flipped classroom model, two pharmacy students and 12 faculty members engaged in a semester-long learning series on AI. Each week, students presented on a selected topic followed by discussions that facilitated self-directed learning, including decision-making and project management. Faculty perceptions of AI were evaluated before and after the series using an anonymous survey tool (Technology Acceptance Model Edited to Assess ChatGPT Adoption, TAME-ChatGPT). Respondents created a self-chosen code to link their responses. Additionally, students completed a questionnaire to gauge their reflective thinking after the series.

Results

Faculty participation averaged 7 members per session. Twelve faculty completed the pre-survey, while 8 faculty completed the post-survey. Among those who had used ChatGPT (n = 4 pre [33 %], n = 2 post [25 %]), scores for usefulness increased, while concerns about risks decreased. In contrast, faculty who had not used ChatGPT (n = 8 pre [67 %], n = 6 post [75 %]) reported unchanged or improved scores for ease of use and reduced anxiety. Both students responded positively to the reflective thinking questionnaire.

Conclusion

This pilot study demonstrated that a student-led faculty learning series effectively fostered mutual collaborative learning, benefiting both faculty and students. Pharmacy students, often an underutilized resource, can play a valuable role in faculty development. Colleges of pharmacy may enhance faculty engagement by integrating student-led initiatives into their programs.