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Related Experiment Video

Updated: Jan 8, 2026

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Published on: July 11, 2025

Incorporating Generative AI Into a Health Informatics Curriculum to Build 21st Century Competencies: Multisite

Freddie Seba^1,2, Miriam Isola³, Laura Mills³

¹Masters of Science in Digital Health Informatics School of Nursing and Health Professions, University of San Francisco, 2130 Fulton Street, San Francisco, CA, 94117, United States, 1 415-422-5555.

JMIR Medical Informatics

|December 16, 2025

Summary

This summary is machine-generated.

This study integrated generative artificial intelligence (AI) into health informatics curricula, significantly boosting student knowledge and skills. The findings highlight the importance of AI competencies for the evolving healthcare job market.

Keywords:

AI artificial intelligence capstone experience generative AI generative AI ethics generative artificial intelligence pedagogical innovation student engagement

Related Experiment Videos

Last Updated: Jan 8, 2026

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Published on: July 11, 2025

Area of Science:

Health Informatics
Artificial Intelligence Education

Background:

Developed innovative learning assignments for Master's level health informatics students to build knowledge and skills in generative AI.
Assumed no prior technical background or experience with generative AI tools among students.

Purpose of the Study:

Offer generalizable methods for integrating and assessing generative AI content in higher education health informatics curricula.
Prepare graduate students with essential generative AI tools, skills, ethical discernment, and critical thinking for the evolving job market.

Main Methods:

Administered pretests and posttests to assess generative AI knowledge throughout the semester.
Analyzed student reflections to explore expectations, experiences, and engagement with generative AI in assignments and projects.
Focused on developing student skills and professional attitudes using generative AI tools.

Main Results:

Student knowledge of generative AI increased from 81% to 93% at UIC and 77% to 80% at USF.
Faculty analysis of reflections indicated student interest in AI fundamentals, transformations in information/knowledge, and organizational changes in healthcare.
Ethics emerged as a primary driver of student interest and engagement with generative AI.

Conclusions:

Student reflections provided insights into valuable generative AI skills for health informatics curricula.
Incorporating generative AI competencies prepares students for the 21st-century workforce and sought-after digital health skills.