Students Research in Progress
Monday, October 14, 2024
01:00 PM–02:30 PM
Abstract
Introduction:
The integration of Artificial Intelligence (AI) into post-secondary education is rapidly transforming the learning experience. Concerns regarding plagiarism and circumvention of critical thinking skills may lead to hesitancy in implementation; however, increased exposure through intentional competency development, such as appropriate prompt engineering and realization of output limitations (i.e., biases), offers exciting opportunities to enhance critical thinking skills and increase learner engagement. Custom Generative Pre-trained Transformers (GPTs) can be trained to meet specific curricular needs, enhancing efficiency in assignment creation and completion. By providing interactive tools for pre-class assignments, educators can ensure foundational knowledge acquirement, setting the stage for deeper learning and more meaningful classroom discussions. This project aims to showcase how the development, implementation, and evaluation of a custom GPT can complement and elevate pharmacy education.
Research Question or Hypothesis: (1) What is the process of creating a custom GPT for educational purposes? (2) What is the impact on class preparedness?
Study Design: This qualitative study explores students’ experiences and perceptions using a custom GPT for the promotion of critical thinking skills and pre-work completion in a pharmacy elective course. Data collection includes GPT transcripts, student reflections, and research reflections. Data will be analyzed thematically and triangulated through multiple data sources.
Methods: A custom GPT, “Professor Pill,” was engineered to assess the completion and comprehension of a pre-reading assignment. ChatGPT Plus with GPT-4o was utilized with system prompt engineering defining role, style, purpose, instructions, and guardrails. The knowledge base was limited to the assigned reading. Internal testing and re-training were performed to ensure optimal functionality and accuracy. A standardized user prompt was developed for interaction with “Professor Pill”. Upon completion of the interaction, students will be instructed to download the transcript for submission and asked to critically evaluate and reflect on the bot's responses to identify errors.
Results: Pending project completion.
Conclusion: Pending project completion.
Presenting Author
Macaleigh Mancuso Pharm.D. CandidateAuburn University Harrison College of Pharmacy
Authors
Elizabeth Covington Pharm.D., BCIDP
Auburn University Harrison School of Pharmacy
Lindsey Moseley Pharm.D., Ph.D., M.Ed.
Auburn University Harrison College of Pharmacy
Courtney Watts Pharm.D., M.S., BCPS, BCOP
Auburn University Harrison School of Pharmacy