How do we teach generative artificial intelligence to medical educators? Pilot of a faculty development workshop using ChatGPT
Abstract
PURPOSE: Artificial intelligence (AI) is already impacting the practice of medicine and it is therefore important for future healthcare professionals and medical educators to gain experience with the benefits, limitations, and applications of this technology. The purpose of this project was to develop, implement, and evaluate a faculty development workshop on generative AI using ChatGPT, to familiarise participants with AI. MATERIALS AND METHODS: A brief workshop introducing faculty to generative AI and its applications in medical education was developed for preclinical clinical skills preceptors at our institution. During the workshop, faculty were given prompts to enter into ChatGPT that were relevant to their teaching activities, including generating differential diagnoses and providing feedback on student notes. Participant feedback was collected using an anonymous survey. RESULTS: 27/36 participants completed the survey. Prior to the workshop, 15% of participants indicated having used ChatGPT, and approximately half were familiar with AI applications in medical education. Interest in using the tool increased from 43% to 65% following the workshop, yet participants expressed concerns regarding accuracy and privacy with use of ChatGPT. CONCLUSION: This brief workshop serves as a model for faculty development in AI applications in medical education. The workshop increased interest in using ChatGPT for educational purposes, and was well received.
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Current faculty development opportunities are often offered either as one-off workshops/prompt-a-thons or as formalized multi-session programs requiring substantial institutional support and time commitment.
“Current faculty development opportunities are often offered at one of two ends: workshops [2] or “prompt-a-thons” that engage participants in brief one-off events [3] or formalized programs that weave genAI training into multi-session curricula requiring substantial institutional support and time commitment [4].”
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- Authors
- Chadha, N., Popil, E., Gregory, J., Armstrong-Davies, L., & Justin, G.
- Affiliations
- New York Eye and Ear Infirmary (US)
- Icahn School of Medicine at Mount Sinai (US)
- Corresponding author
- Chadha, Nisha
- ORCID
- Chadha, Nisha
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2024-04-22
- Volume
- 47
- Issue
- 1
- Pages
- 160-162
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W4395013073
- Cited by
- 20
- References
- 7
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 2
- FWCI
- 1.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- generative AI, ChatGPT, faculty development, medical education, artificial intelligence in medical education, workshop evaluation
- MeSH terms
- Generative Artificial Intelligence, Artificial Intelligence, Education, Education, Medical, Faculty, Medical, Humans
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