未来健康信息学家的教学与培训特刊:提高护理学博士研究课程学生的人工智能生成能力。

IF 2.1 2区 医学 Q4 MEDICAL INFORMATICS
Applied Clinical Informatics Pub Date : 2024-10-01 Epub Date: 2024-07-25 DOI:10.1055/a-2373-3151
Meghan Reading Turchioe, Sergey Kisselev, Liesbet Van Bulck, Suzanne Bakken
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引用次数: 0

摘要

背景:生成式人工智能工具可能很快就会被整合到医疗实践和研究中。担任领导职务的护士(其中许多人是博士)需要确定是否以及如何以安全、有用的方式将这些工具融入其中:本研究旨在开发和评估一种简短的干预措施,以增加护理学博士生对在医疗保健领域使用生成式人工智能工具的适当应用的了解:方法:我们创建了教学讲座和基于实验室的活动,向护理学博士数据科学和可视化课程的学生介绍生成式人工智能。我们向学生提供了通用生成式人工智能工具 Chat GPT 4.0 的订阅服务,供他们在课堂内外使用。在教学部分,我们介绍了生成式人工智能及其在医疗保健领域当前和未来的潜在应用,包括适当和不适当应用的例子。在实验课上,我们给学生布置了三个任务,分别代表了生成式人工智能在医疗实践和研究中的不同应用案例(临床决策支持、患者决策支持和科学交流),并要求他们在每个任务中使用 ChatGPT。学生(n=10)针对每个任务独立撰写了简短的反思,对安全性(准确性、幻觉)和可用性(易用性、实用性和未来使用意向)进行评估。采用定向内容分析法对反思进行了分析:结果:学生们能够识别 ChatGPT 在完成所有三项任务时的优势和局限性,并就今后是否愿意在类似任务中使用 ChatGPT 提出了自己的看法。他们还都表示自己在生成式人工智能方面的自评能力在 5 分评分量表上提高了一到两分:这一简短的教育干预帮助护理学博士生了解了 ChatGPT 的适当用途,这可能有助于他们在未来的工作中评估和使用这些工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Increasing Generative Artificial Intelligence Competency among Students Enrolled in Doctoral Nursing Research Coursework.

Background:  Generative artificial intelligence (AI) tools may soon be integrated into health care practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way.

Objective:  This study aimed to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in health care.

Methods:  We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat Generative Pretrained Transformer (ChatGPT) 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in health care, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in health care practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (n = 10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis.

Results:  Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. All of them reported increasing their self-rated competency in generative AI by one to two points on a five-point rating scale.

Conclusion:  This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.

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来源期刊
Applied Clinical Informatics
Applied Clinical Informatics MEDICAL INFORMATICS-
CiteScore
4.60
自引率
24.10%
发文量
132
期刊介绍: ACI is the third Schattauer journal dealing with biomedical and health informatics. It perfectly complements our other journals Öffnet internen Link im aktuellen FensterMethods of Information in Medicine and the Öffnet internen Link im aktuellen FensterYearbook of Medical Informatics. The Yearbook of Medical Informatics being the “Milestone” or state-of-the-art journal and Methods of Information in Medicine being the “Science and Research” journal of IMIA, ACI intends to be the “Practical” journal of IMIA.
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