Generative Artificial Intelligence on the Scene of Higher Education in the Health Sciences

Abstract

Introduction:This article focuses on the experience of a privately managed University Institute in Buenos Aires city when addressing artificial intelligence (AI) in education. The aim is to share strategies and outcomes to encourage reflection and critical engagement with this technology within the educational community.Development: We present a narrative of experience concerning the design of four lines of action to address the uses of generative AI applications (GenAI) in higher education in health sciences: drafting a state-of-the-art report; probing knowledge within the educational community; training sessions for core institutional actors; production of guide materials.Results: There is a growing interest in GenAI within the educational community. We register positiveexperiences with IAGen applications, finding them intuitive and useful for research and teaching. However, we highlight challenges, such as gaps in knowledge on how to use these tools most effectively. Training has been crucial in addressing these challenges and has been conducted for members of the Education Department team, authorities, and teachers.Conclusion: GenAI is fundamentally permeating higher education in the field of health sciences. University institutions are responsible for promoting the development of digital competencies and standards of responsible use. As GenAI continues to evolve, addressing new challenges and regulations is essential, encouraging reflection and ongoing training within the educational community. Interdisciplinary work and collaboration among various areas of institutional management are critical to address these technological changes in education.

Keywords

• artificial intelligence
• artificial intelligence literacy
• chatgpt
• generative artificial intelligence
• higher education
• educational technology
• digital literacy
• digital competence