Overview
I feed ChatGPT with information such as the names of drugs, set of guidelines for student assessment, etc. I then use it to generate a set of questions for student assessment. This includes formulating questions on the appropriate administration, exclusions (when a drug shouldn’t be used), and inclusions (when to use it) of various medications. The system also assists in creating questions for interactive quizzes and presentations. It is a valuable starting point, often providing the opposite of a question, and sometimes requiring fine-tuning before incorporation into assessments.
My approach
I have used ChatGPT in two specific areas.
- Firstly, to generate questions and answers for a quiz, aiming to refine them and minimise errors. To test students’ knowledge, these questions were then used in a PowerPoint quiz delivered during a face-to-face session but also to create quizzes on the DLE for asynchronous use.
- Additionally, to help create a back story for a case study for paramedic science students, e.g. on the topic ‘Attending bipolar patient’. The output provides a rough base or starting point which is what I need. I then embellish the case study based on experience and curricula requirements.
What benefits has AI had on my practice?
I was impressed, as it worked very well!
- Provides inspiration and framework to help develop content.
- Timesaving – seems to help plan and write material more quickly.
- Enjoy using the tool to experiment a bit, e.g., testing question to see what it comes back with, to see if question is sufficiently clear to get answers intended.
- Students seemed to enjoy it more than previous sessions.
- Can ask for possible MCQ responses to use, i.e., multiple responses, some false, some true, to a given question.
What have I learned?
ChatGPT is only as good as the information you feed it. Furthermore, it can create false responses based on the information you feed it.
- Useful tool to obtain different versions /levels of complexity – e.g., simpler articulation; pitching to audience might need fine tuning.
- Requires expert knowledge to verify responses – it will make it up.
Testimonials and feedback from staff and students
It is too early to provide substantial information of impact. So far, one quiz has been used by about 5 % of students. The other quiz is not yet live.
Students seemed to enjoy it. It was fun but also useful for revision. During the live quiz, competition and prizes seem to work well. One student commented: ‘it wasn’t as boring as we thought it would be’.
My future plans
Students continuously ask for more practical time but due staff time constraints and workload issues, this is difficult to implement. Peer based learning, therefore, is a good alternative to provide additional exposure to a wider range of practical and authentic scenarios.
I’m planning to extend my use of ChatGPT. In the module PARA505 Mental Health in Paramedic Practice, students will be asked to contribute to the module content and use the tool to design a teaching scenario for their peers, i.e. to come up with a simulated lesson plan of a patient case they have experienced/attended during their placement. This will not be summatively assessed. I will also ask them to produce a script to follow during the teaching activity. Students have the option to use ChatGPT. Using this tool can aid develop students’ writing skills to write clear scenarios and lesson plans and help them become more effective. They can use the tool to tailor the teaching scenario to their context (e.g., infrastructure, peer demographics).
I will provide a short traffic light marking rubric so students can formatively mark their peers’ performance on this simulation.
Furthermore, our plans will develop students’ communication skills and help them consider wider perspectives by watching and/or reliving something they experienced and might be executed better or differently by their peers. The opposite might also be true that their peers make mistakes that they didn’t.
This case study has been captured by the Academic Development team and showcases current practice from BSc Paramedic Science / Para 603 medical conditions and pathophysiology.
We would like to thank Matt Francis (School of Health Professions) for participating in this case study.