Reinke Nicole B, Parkinson Ann L, Kafer Georgia R
School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
Adv Physiol Educ. 2025 Jun 1;49(2):461-470. doi: 10.1152/advan.00245.2024. Epub 2025 Mar 19.
Freely accessible generative artificial intelligence (GenAI) poses challenges to physiology education regarding learning and academic integrity. Although many studies have explored the capabilities of GenAI to complete assessments, few have implemented educative activities to highlight GenAI risks and benefits or explored physiology students' perceptions and uses of GenAI. Our study implemented a learning activity, designed using constructivist principles, to allow physiology students to explore GenAI and consider its use in assessment tasks. The activity engaged students ( = 236) enrolled in a second-year physiology subject over 2 years. The activity began with students being directed to critique a sample exam answer as a form of content revision. The answer had been covertly generated by ChatGPT, and it lacked depth and contained some hallucinated facts. Students then engaged in discussion about the use of GenAI for university study and assessment. Questions were used to stimulate thought and discussion, and student responses were collected via Padlet (492 posts). Thematic analysis of the comments highlighted students' beliefs about using GenAI and perceived benefits and risks. There was a general trend of increasing acceptance of using GenAI, and using it for assessment, over time. Students were concerned about breaching academic integrity guidelines, information accuracy and sources, and the negative effect it might have on their learning. At the conclusion of the activity, the revelation that ChatGPT wrote the sample exam answer reinforced the need for responsible GenAI use. Constructivist learning tenets were used to guide the design of a critical evaluation learning activity about GenAI, to enable physiology students to make informed decisions regarding the use of GenAI in their learning and assessment. The trend of increasing acceptance of GenAI coincided with increasing student beliefs about uses of GenAI being perceived as responsible. Student concerns about academic integrity and ethical considerations persisted, yet academic misconduct cases increased.
免费可用的生成式人工智能（GenAI）给生理学教育中的学习和学术诚信带来了挑战。尽管许多研究已经探讨了GenAI完成评估的能力，但很少有研究开展教育活动来突出GenAI的风险和益处，或者探究生理学专业学生对GenAI的认知和使用情况。我们的研究开展了一项学习活动，该活动基于建构主义原则设计，旨在让生理学专业学生探索GenAI，并考虑其在评估任务中的应用。该活动让参加为期两年的二年级生理学课程的学生（n = 236）参与其中。活动开始时，引导学生对一份样卷答案进行评判，以此作为一种内容复习形式。该答案是由ChatGPT暗中生成的，缺乏深度且包含一些虚构的事实。然后，学生们就GenAI在大学学习和评估中的使用展开讨论。通过提问来激发思考和讨论，并通过Padlet收集学生的回复（492条帖子）。对评论的主题分析突出了学生对使用GenAI的看法以及感知到的益处和风险。随着时间的推移，学生对使用GenAI以及将其用于评估的接受度总体呈上升趋势。学生们担心违反学术诚信准则、信息准确性和来源，以及它可能对学习产生的负面影响。在活动结束时，揭示出样卷答案是由ChatGPT撰写这一事实，强化了对GenAI进行负责任使用的必要性。建构主义学习原则被用于指导关于GenAI的批判性评估学习活动的设计，以使生理学专业学生能够就GenAI在其学习和评估中的使用做出明智的决定。对GenAI接受度上升的趋势与学生越来越认为对GenAI的使用是负责任的这一观点相吻合。学生对学术诚信和道德考量的担忧依然存在，但学术不端行为案例却有所增加。
