恐惧因素:教师对人工智能的看法在医生副学员教育中
Lisa M Alexander1,2,3,4,5,6,7,8,9, Jonathan Bowser1,2,3,4,5,6,7,8,9, Kara Caruthers1,2,3,4,5,6,7,8,9
1Lisa Mustone Alexander, EdD, MPH, PA-C, is a professor and the director of the PA Programme at the Royal College of Surgeons, Dublin, Ireland.
概括
医生助理/助理 (PA) 教师表现出平均AI知识,但信心低. 建议进行培训,以有效地将人工智能整合到PA教育中,确保它支持,而不是取代基本的人类教学元素.
科学领域:
- 医学教育 医学教育
- 人工智能的人工智能
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 人工智能 (AI) 越来越多地融入各种部门,包括教育.
- 医生助理/助理 (PA) 教育正在探索人工智能的作用和影响.
- 这项研究解决了理解PA教师在他们的领域对人工智能的观点的差距.
研究的目的:
- 评估PA教师在PA教育中对AI的知识,态度和信心.
- 识别PA教师对数字技术的关注和当前使用情况.
- 为教师培训和支持人工智能集成提供建议.
主要方法:
- 一项全国性的调查分发给了4338名PA教师.
- 该调查包括利克特比例问题和开放式评论.
- 实现了14.8%的响应率,数据分析了知识,态度,信心和担忧.
主要成果:
- 60.9%的教师报告了对人工智能的平均或良好知识,但信心水平较低.
- 教师的主要作用显著影响了自我报告的AI知识.
- 大多数教师 (64.9%) 对人工智能持积极看法,但对批判性思维和学术诚信表示担忧.
结论:
- 正式和非正式的以人工智能为重点的继续教育似乎提高了教师的信心.
- 需要教师培训和支持,以有效地利用人工智能在PA教育.
- 人工智能应用于补充,而不是取代PA课程中教学和学习的基本人文方面.
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