药学学生使用人工智能工具完成药物信息作业的感知和体验：专题分析

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning Pub Date : 2025-09-25 DOI:10.1016/j.cptl.2025.102491

Kaitlin M. Alexander, Chris Egan, Carinda Feild

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引用次数: 0

摘要

学院重新设计了药物信息（DI）作业，以结合生成式人工智能（AI），鼓励负责任地使用AI来制作DI响应。本研究的目的是探讨药学学生对在人工智能作业中使用人工智能工具的看法，以及人工智能作业在卫生专业教育中的价值。在2024年春季的重症监护选修课程中，对药学三年级学生在完成ai支持的团队DI任务后的叙事反思进行了定性主题分析。完成DI作业的步骤是：1)创建AI生成的对DI问题的响应，2)评论AI输出，3)完成个人文献检索，4)合成最终的团队DI提交，5)反思。通过课前/课后调查收集了学生在基线时的人工智能使用情况和作业后的预期使用情况。21名学生参加了这门课程，并提交了对DI作业的叙述性反思。大多数学生表示，在作业之前，他们从未因专业或学术原因使用过人工智能（n = 14/20; 70%）。从反思性陈述中确定了两个主题，描述了利益和挑战，以及六个子主题：用户利益、对人工智能及其能力的认识、人工智能响应的质量、怀疑态度、用户责任和人工智能的局限性。通过叙述反思，学生们发现了将人工智能集成到DI作业中的好处和挑战。虽然人工智能提高了效率，但学生们强调了确保人工智能生成的DI问题回答的有效性和细节的重要性。

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

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.

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来源期刊

Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.10

自引率

16.70%

发文量

192