Presenter:
Jamie Yuen
Authors:
Jamie Yuen, Jocelyn Micallef, Brie Weir, JungAh Lee, Martin Dammert
Poster Abstract:
Generative artificial intelligence (genAI) offers opportunities to enhance health education. Early literature has demonstrated the potential of genAI in developing student pharmacists’ knowledge and skills; however, little has been reported on AI-generated patient cases.
Within the Entry-to-Practice PharmD program at the University of British Columbia, an elective course with 30 third-year students integrated an AI-generated case activity. Students were invited to complete a survey that included Likert-scale and open-ended questions regarding their experiences and perspectives of genAI in pharmacy education, and the efficacy, authenticity and ethical use of the case activity they participated in. A similar survey was deployed to educators within the Faculty. The data were analyzed using descriptive statistics and content analysis.
Nine educators and six students completed the surveys. Most students (66.7%) and educators (66.7%) agreed that AI-generated cases can help students build a systematic approach to history taking. Educators reported that AI-generated cases could be reflective of real-life practice (77.8%). Most students (66.7%) reported it felt like they were interacting with a real patient during the AI-generated case activity. Although most respondents agreed that case creation is an ethical use of genAI, a minority of students (16.7%) and educators (22.2%) perceived these cases as potentially more biased than human-created ones.
This study highlighted agreement across educators and students that genAI can be used to create authentic, ethical and effective patient cases. Cases should be created alongside educator’s expertise and reviewed with regards to bias and accuracy. Health educators may consider these factors when exploring AI-generated cases.
