提示驱动的工作表:将教育工作者的生成AI焦虑转化为学生学习工具
Y Cho1, C M Croniger2, M W McEnery3
1Department of Medical Education, Geisinger College of Health Sciences School of Medicine, Scranton, PA, USA.
Medical teacher
|September 24, 2025
概括
卫生专业的教育工作者可以使用一个新的提示驱动的工作表,在不牺牲批判性思维的情况下将生成人工智能 (AI) 整合到学习中. 这个工具可以帮助教师创建AI增强的教育材料,促进合作,而不是被动使用.
科学领域:
- 医学教育 医学教育
- 教育中的人工智能
- 健康 职业 教育 教育 专业
背景情况:
- 卫生专业的教育工作者努力平衡生成人工智能的学习增强潜力与危害批判性思维和患者安全的风险.
- 教师对人工智能促进肤浅理解存在担忧,缺乏机构教学解决方案.
- 多样化的教师AI专业知识和缺乏指导,阻碍了人工智能在教育中的有效整合.
研究的目的:
- 开发和测试一个以提示驱动的工作表,使教师能够创建AI集成的学习工具,以保持批判性思维.
- 为教育工作者提供一种用户友好的方法,以利用人工智能作为教学合作伙伴.
主要方法:
- 开发了一个带有提示功能的工作表,指导教师通过使用预先设计的提示与AI聊天机器人的顺序步骤.
- 该方法专注于教师使用人工智能作为头脑风暴合作伙伴,保持人类教学专业知识.
- 该工作表的可访问性在与不同AI经验的教育工作者参加的国际研讨会上进行了测试.
主要成果:
- 提示驱动的工作表被证明是普遍可用的,不管之前的AI经验如何.
- 教师们表现出了观点的转变,将AI视为创造性的合作伙伴,而不是威胁.
- 该工具成功授权教师设计AI增强的学习体验.
结论:
- 提示驱动的工作表为整合生成AI在卫生专业教育中提供了实际解决方案.
- 这种方法支持开发批判性思维技能,并与人工智能利用.
- 它促进了教育工作者和人工智能之间的合作关系,增强了教学设计.
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