Pharmacy students' perceptions and experience using AI tools to complete a drug information assignment: A thematic analysis

Abstract

Background

Faculty redesigned a drug information (DI) assignment to incorporate generative artificial intelligence (AI), encouraging the responsible use of AI to craft DI responses. The purpose of this study was to explore pharmacy students' perceptions of using AI tools in DI assignments and the value of AI-enabled assignments in health professions education.

Educational activity

A qualitative thematic analysis was conducted of third-year pharmacy students' narrative reflections after completing an AI-enabled team DI assignment in a Spring 2024 critical care elective. The steps to complete the DI assignment were: 1) create an AI-generated response to a DI question, 2) critique the AI output, 3) complete an individual literature search, 4) synthesize a final team DI submission, 5) reflect. Student AI use at baseline and anticipated use following the assignment were collected via a pre−/post- course survey.

Evaluation findings

Twenty-one students were enrolled in the course and submitted narrative reflections on the DI assignment. Most students stated that prior to the assignment they had never employed the use of AI for professional or academic reasons (n = 14/20; 70 %). Two themes, describing benefits and challenges, and six sub-themes were identified from the reflective statements: user benefits, awareness of AI and its capabilities, quality of the AI response, skepticism, user responsibility, and limitations of AI.

Analysis of educational activity

Through narrative reflection, students identified benefits and challenges of integrating AI into a DI assignment. While AI enhanced efficiency, students emphasized the importance of ensuring the validity and detail of the AI-generated DI question response.