Academic Journal
Recommendations for Training Faculty in Generative AI Use: Crafting Higher-Order Application Exercises in Team-Based Learning.
| Τίτλος: | Recommendations for Training Faculty in Generative AI Use: Crafting Higher-Order Application Exercises in Team-Based Learning. |
|---|---|
| Συγγραφείς: | Dalmeida D; Ross University School of Medicine, St. Michael, Barbados., Gomaa N; Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada., Prabhakar E; Brunel Medical School, Brunel University of London, London, United Kingdom. |
| Πηγή: | The clinical teacher [Clin Teach] 2026 Oct; Vol. 23 (5), pp. e70489. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Blackwell Pub Country of Publication: England NLM ID: 101227511 Publication Model: Print Cited Medium: Internet ISSN: 1743-498X (Electronic) Linking ISSN: 17434971 NLM ISO Abbreviation: Clin Teach Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: Oxford, UK : Blackwell Pub., c2004- |
| Ιατρικοί όροι (MeSH): | Problem-Based Learning*/methods , Artificial Intelligence*, Humans ; Generative Artificial Intelligence ; Group Processes |
| Περίληψη: | Application exercises are the most critical components of the sequenced steps of team-based learning (TBL) that should be designed as complex, real-world problems to elicit deep learning and foster student engagement. The process of crafting these exercises presents several challenges for educators-time constraints, alignment with learning objectives, scaffolding and authentic simulation of real-world problem solving. The use of artificial intelligence (AI) cuts down time and effort for design and allows focus on refinement and error correction. In addition, it allows use of an iterative process to generate higher order application exercises that provide the context and competency level required for students to make learning gains. We are sharing our knowledge on using AI to design application exercises (AEs) garnered from our international workshops on TBL. We empowered educators to write effective prompts using the Task-Role-Audience-Create-Intent (TRACI) framework to create engaging AEs that meet the 4S principles, i.e., significant problem, same problem, specific choice, simultaneous reporting, of TBL AEs, aligned to higher order Bloom's taxonomy objectives for critical thinking and learner engagement. We then demonstrated how we used Anthropic's Claude 4 Sonnet AI tool to design the exercises using an iterative process. The workshop concluded with a reflection exercise and feedback to promote intentionality. Our collective experience facilitating this workshop in interdisciplinary and interprofessional settings, serving as TBL facilitators at our respective institutions and informal participant feedback at the workshops informed the development of this series of best practice recommendations for faculty development. This foundational yet critical skill is necessary in the rapidly evolving landscape of AI skill-building competencies for health professions educators. We describe our best practice recommendations here within the paradigm of course design for TBL. (© 2026 Association for the Study of Medical Education and John Wiley & Sons Ltd.) |
| References: | K. P. King, “Educational Technology Professional Development as Transformative Learning Opportunities,” Computers & Education 39, no. 3 (2002): 283–297, https://doi.org/10.1016/s0360‐1315(02)00073‐8. Oregon State University Ecampus, “Bloom's Taxonomy Revisited – Artificial Intelligence Tools – Faculty Support|Oregon State eCampus. Oregon State Ecampus,” (2024), https://ecampus.oregonstate.edu/faculty/artificial‐intelligence‐tools/blooms‐taxonomy‐revisited/. L. A. Clark, “Reframing Bloom's for the Age of AI: A White Paper for Future‐Ready Educators [White Paper],” Blackboard LLC. (2025), https://www.blackboard.com/paper/reframing‐blooms‐for‐the‐age‐of‐ai‐a‐white‐paper‐for‐future‐ready‐educators. E. W. Black, A. V. Blue, R. Davidson, and W. T. McCormack, “Using Team‐Based Learning in a Large Interprofessional Health Science Education Experience,” Journal of Interprofessional Education and Practice 5 (2016): 19–22, https://doi.org/10.1016/j.xjep.2016.09.002. A. W. Burgess and D. M. McGregor, “Use of Established Guidelines When Reporting on Interprofessional Team‐Based Learning in Health Professions Student Education: A Systematic Review,” Academic Medicine: Journal of the Association of American Medical Colleges 97, no. 1 (2022): 143–151, https://doi.org/10.1097/ACM.0000000000004372. R. S. Poeppelman, C. A. Liebert, D. B. Vegas, C. A. Germann, and A. Volerman, “A Narrative Review and Novel Framework for Application of Team‐Based Learning in Graduate Medical Education,” Journal of Graduate Medical Education 8, no. 4 (2016): 510–517, https://doi.org/10.4300/JGME‐D‐15‐00516.1. L. Shuai, W. Huiwen, D. Shihao, and J. Li, “The Application of Flipped Classroom Combined With Team‐Based Learning in the Orthopedic Clinical Teaching,” Medicine 102, no. 43 (2023): e35803, https://doi.org/10.1097/MD.0000000000035803. E. Booij, M. van Dam, G. Jonker, et al., “An Interprofessional Faculty Development Program for Workplace‐Based Learning,” Perspectives on Medical Education 13, no. 1 (2024): 266–273, https://doi.org/10.5334/pme.1242. A. Burgess, C. van Diggele, C. Roberts, and C. Mellis, “Team‐Based Learning: Design, Facilitation and Participation,” BMC Medical Education 20, no. Suppl 2 (2020): 461, https://doi.org/10.1186/s12909‐020‐02287‐y. R. Dennick, “Twelve Tips for Incorporating Educational Theory Into Teaching Practices,” Medical Teacher 34, no. 8 (2012): 618–624, https://doi.org/10.3109/0142159X.2012.668244. S. Brand, and blurFactor New Media, LLC, “Meet TRACI: User's Guide to the TRACI Prompt Framework for ChatGPT,” (2023), https://structuredprompt.com/ Retrieved June 26, 2025, from https://structuredprompt.com/wp‐content/uploads/2023/08/TRACI‐Users‐Guide‐v1.pdf. InteDashboard ‐ All‐In‐One Team‐Based Learning Platform [Internet], “CognaLearn,” (2024) [cited 2025 Mar 1]. https://www.intedashboard.com/. B. R. Robin, S. G. McNeil, D. A. Cook, K. L. Agarwal, and G. R. Singhal, “Preparing for the Changing Role of Instructional Technologies in Medical Education,” Academic Medicine 86, no. 4 (2011): 435–439, https://doi.org/10.1097/ACM.0b013e31820dbee4. S. Lidolf and D. Pasco, “Educational Technology Professional Development in Higher Education: A Systematic Literature Review of Empirical Research,” Frontiers in Education 5 (2020): 35, https://doi.org/10.3389/feduc.2020.00035. N. Meng, M. M. Deli, and U. A. A. Rauf, “Educational Technology and AI: Bridging Cognitive Load and Learner Engagement for Effective Learning,” SAGE Open 15, no. 4 (2025), https://doi.org/10.1177/21582440251395930. C. Ormsbee and P. Thompson, “Embedding Effective Instruction in Educational Technology Professional Development Programs,” in A Practitioner's Guide to Instructional Design in Higher Education, eds. J. E. Stefaniak, S. Conklin, B. Oyarzun, and R. M. Reese (EdTech Books, 2021), https://edtechbooks.org/id_highered/embedding_effective_U. M. J. Koehler and P. Mishra, “Teachers Learning Technology by Design,” Journal of Computing in Teacher Education 21, no. 3 (2014): 94–102, https://doi.org/10.1080/10402454.2005.10784518. B. Graffam, “Active Learning in Medical Education: Strategies for Beginning Implementation,” Medical Teacher 29, no. 1 (2007): 38–42, https://doi.org/10.1080/01421590601176398. S. Merriam and L. Bierema, “Experience and Learning,” in Adult Learning: Linking Theory and Practice, 1st ed., eds. S. Merriam and L. Bierema (John Wiley & Sons Incorporated. Retrieved 29 October 2021, 2013), 104–124, https://ebookcentral‐proquest‐com.proxy1.library.jhu.edu/lib/jhu/detail.action?docID=1376941. International Advisory Committee for Artificial Intelligence, “IACAI Matrix 1: Recommendations for Integrating AI: Educator Focus [Internet],” MedBiquitous. American Association of Medical Colleges (AAMC); [cited 2025 Sep 15], https://www.medbiq.org/initiatives/international‐advisory‐committee‐artificial‐intelligence. |
| Contributed Indexing: | Keywords: application exercise; critical thinking; faculty development; generative artificial intelligence; higher‐order cognitive skills; team‐based learning |
| Entry Date(s): | Date Created: 20260730 Date Completed: 20260730 Latest Revision: 20260902 |
| Update Code: | 20260903 |
| PubMed Central ID: | PMC13422018 |
| DOI: | 10.1111/tct.70489 |
| PMID: | 42530226 |
| Βάση Δεδομένων: | MEDLINE |
καταχωρήστε σχόλιο πρώτοι!