The prompt-powered worksheet: Transforming educators’ generative AI trepidation into student learning tools

Abstract

Health professions educators face a challenge of leveraging generative AI to enhance learning while preventing passive engagement that undermines the critical thinking essential for patient safety. Faculty express concerns about AI fostering superficial understanding, yet many institutions lack appropriate pedagogical solutions. This challenge is compounded by variations in faculty AI expertise across institutions, hindering the intentional integration of AI into educational practices, ultimately leaving students to use these tools without proper guidance. To address the challenge, we developed a prompt-powered worksheet that empowers faculty to create learning tools while preserving critical thinking skills when students use AI for learning. The worksheet guides faculty through sequential steps using pre-designed prompts with their chosen chatbot as a brainstorming partner, eliminating the need for complex AI prompting skills while maintaining human expertise in pedagogical design. Testing of the prompt-powered worksheet at an international workshop demonstrated the universal accessibility of the strategy regardless of prior AI experience. Educators shifted from viewing AI as a threat to embracing it as a creative collaborator.

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