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Beyond boundaries: exploring a generative artificial intelligence assignment in graduate, online science courses.

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Generative artificial intelligence (GAI) in graduate medical laboratory science courses showed high learning outcome achievement. Students found GAI useful but raised concerns about accuracy and academic integrity.

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Area of Science:

  • Medical Laboratory Sciences Education
  • Artificial Intelligence in Education
  • Digital Pedagogy

Background:

  • Generative artificial intelligence (GAI) presents opportunities for accessible and personalized learning.
  • Concerns exist regarding GAI's potential for inaccuracies, bias, and unethical application in academia.
  • Integrating GAI into educational settings requires careful consideration of its benefits and limitations.

Purpose of the Study:

  • To evaluate a novel research paper assignment requiring graduate students to utilize GAI.
  • To assess student learning outcomes related to GAI integration and critical evaluation.
  • To explore student perceptions of GAI's utility, impact on learning, and ethical considerations.

Main Methods:

  • Implementation of a GAI-integrated research paper assignment in three online, asynchronous graduate medical laboratory science courses.
  • Assessment of student learning via a rubric evaluating GAI content integration, critical evaluation against peer-reviewed sources, and synthesis skills.
  • Administration of a 16-item survey to gather data on GAI utilization, perceived learning contributions, and ethical concerns (n=32).

Main Results:

  • High overall rubric scores indicated successful achievement of learning outcomes.
  • 93.8% of students rated GAI-generated content as "very good" or "excellent," yet 28.1% identified inaccuracies.
  • 68.8% agreed GAI should be an authorized academic tool, but only 28.1% supported its use without explicit instructor permission.

Conclusions:

  • The developed assignment effectively facilitated learning and critical evaluation of GAI-generated content in graduate medical laboratory science programs.
  • Students perceived GAI as a tool enhancing efficiency and understanding but expressed significant concerns about academic integrity and citation practices.
  • Educating students and faculty on the ethical use and inherent limitations of GAI is paramount for responsible integration into higher education.