Responsible ChatGPT for students

Welcome to the course in Fundamentals of Digital Health. I look forward to working together as the new semester begins.

By now, you have been barraged with articles, opinions, and examples about ChatGPT and its many uses and misuses, including how students are using it to complete assignments.

The New York City Department of Education has reportedly banned access to the popular artificial intelligence tool ChatGPT over fears it would harm students’ education and to help prevent cheating.

Instead, this technology columnist believes schools should thoughtfully embrace ChatGPT as a teaching aid — one that could unlock student creativity, offer personalized tutoring, and better prepare students to work alongside A.I. systems as adults. Here’s why.

As your course director, my view is that the genie is out of the bottle and whether or how to use ChatGPT or the next generation of large language model AI is your responsibility. You might not be old enough to remember, but there was a time when calculators, cell phones and laptops were not allowed in the classroom.

Educators can help by creating an environment in which students get a chance to practice doing just that. The first step is to be transparent about our expectations. We must set a clear classroom policy that forecasts potential problems and offers guidance for acceptable use. We’ve found that providing this information seems to give students permission to explore and understand the tool. It also offers clarity and teaches them how to use AI honestly.

Consequently, here are my expectations and reflective questions:

1. Since I can't teach you anything, only make you think (Socrates...Google it or find a video on TikTok), reflect on the issues using ChatGPT . What else should you know about artificial intelligence? How would you define the knowledge, skills, and attitudes to do your job?
2. If you use it, indicate whether you submitted an assignment without editing, or as a template to inform your thinking and final submission.
3. Tell me how using ChatGPT improved your learning, particularly as it applies to Bloom's taxonomy of learning.
4. This class involves submitting project team submissions about a reflective learning question, indicate how the input of team members informed the final product and how you would grade their participation as their team leader.
5. Describe the ethical, legal and professional issues using ChatGPT as a student and as a future sick care professional
6. How should your use of ChatGPT be factored into your grade?
7. Suppose ChatGPT uses things that you wrote or copyrighted to create the output? Should you be compensated for it? That top ranked quarterback on our football team came here because of the potential NIL (name, image and likeness) rights, so why shouldn't you? Coach Prime used it, didn't he?
8. What is the difference between using online grammar editors, like the one I am using to create this blog, compared to using ChatGPT?
9. Is using ChatGPT "cheating?" Will it help you win the 4th industrial revolution or is it another way to "fake it 'till you make it"?
10. If you were me, what else would you tell your classmates? Should it be addressed in our student code of honor?

AI is a tool that has tremendous potential. But, like all tools, it has its advantages and disadvantages. To create productive and meaningful content with AI, our students must learn to work with ChatGPT and other LLMs. Having a clear policy around AI use is step one in creating a classroom environment in which AI can be embraced responsibly and honestly. You are also welcome to use our tutorials and modify them as needed.

Here is why you should not trust AI search engines.

Here is an example of what other teachers are instructing students

Once again, thank you for registering for the class.

DISCLAIMER: This blog was written entirely by me, unlike this one that was partially ghost written by a computer.

Arlen Meyers, MD, MBA is the CEO of the Society of Physician Entrepreneurs