Artificial Intelligence in Interprofessional Healthcare Practice Education – Insights from the Home Health Project, an Exemplar for Change

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-08-18 DOI:10.1080/07380569.2023.2247393

C. Connolly, Orlaith Hernon, P. Carr, H. Worlikar, Ian McCabe, J. Doran, Jane C. Walsh, A. Simpkin, Derek T. O’Keeffe

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引用次数: 0

Abstract

Artificial intelligence (AI) technology in professional practice is regarded as the latest disruption to challenge ethical, societal, economic, and educational paradigms. It is becoming a contemporary narrative in our healthcare and educational discourse as it is thought to improve decision-making, education, patient care, and service delivery. If such benefits are to be realised it is important to ensure that our understanding of AI is underpinned with curricula to educate healthcare professionals about AI. Practitioners can then be better informed to participate fully in digital initiatives in their field. Few if any studies articulate a clear process in curricula design for professional practice and healthcare education. Therefore, an understanding of real-world applications of AI education for most professions is limited. As a result, there is an imperative to establish a sustainable learning space for professional healthcare practice education. This paper presents novel experiences, within a virtual lab environment, for the application of AI in healthcare. We identify and problematise insights into the AI competencies required for AI in professional healthcare practice education. With reference to our novel living lab titled, the Home Health Project, we present an interconnected case study model that suggest theoretical underpinning and opportunities to develop practitioner education pedagogy using AI concepts, concluding with a three-step proposal when delivering AI curriculum for this context.

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跨专业医疗保健实践教育中的人工智能——来自家庭健康项目的见解，变革的典范

人工智能(AI)技术在专业实践中被视为挑战伦理、社会、经济和教育范式的最新颠覆。它正在成为我们医疗保健和教育话语中的当代叙事，因为它被认为可以改善决策，教育，患者护理和服务提供。如果要实现这些好处，重要的是要确保我们对人工智能的理解以教育医疗保健专业人员有关人工智能的课程为基础。从业者可以更好地了解情况，充分参与其领域的数字倡议。很少有研究阐明了专业实践和保健教育课程设计的明确过程。因此，大多数职业对人工智能教育在现实世界中的应用的理解是有限的。因此，建立一个可持续发展的专业医疗实践教育学习空间势在必行。本文介绍了在虚拟实验室环境中应用人工智能在医疗保健中的新颖体验。我们识别和问题化洞察到专业医疗保健实践教育中人工智能所需的人工智能能力。参考我们名为“家庭健康项目”的新型生活实验室，我们提出了一个相互关联的案例研究模型，该模型提出了使用人工智能概念开发从业者教育教学法的理论基础和机会，并在此背景下提供人工智能课程时提出了三步建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.