Redefining Learning with AI: A Graduate Student's Reflection on an AI-Integrated Assignment

Hi, I'm NiAsia Hazelton Smalls, a second-year Health Administration (DHA) doctoral student. I recently had an exploration journey with generative AI, prompted by an assignment in my Qualitative Methods class with Dr. Jillian Harvey Professor, Director, Doctor of Health Administration Division College of Health Professions. This blog post is a reflection of my experience—an opportunity to share how AI has not only expanded my understanding but also reshaped my approach as a student.

This assignment tasked us with using AI to explore a topic of our choice. Let me walk you through the steps we took and share my experience with this fascinating task.

Assignment Steps:

1. Search for Literature: We started by exploring PubMed to find a literature review on a topic we were passionate about.
2. Summarize with AI: Next, we asked Chat GPT (or a similar AI tool) to summarize the evidence on that same topic.
3. Written Submission for AI:
   • AI Tool and Query: We listed the AI tool we used and the specific query we submitted.
   • AI Summary: Then, we pasted and cited the AI-generated summary properly. (Here's a useful link on how to cite Chat GPT: APA Style Blog)

My reflections on this unique and enlightening assignment

Using the AI tool was an eye-opening experience that gave me valuable insights into its functionality. My initial expectations were quite different from the reality I encountered. I had anticipated receiving detailed and comprehensive responses on the topics I provided. However, to my surprise, while the tool generated responses that were generally accurate, they often lacked the depth I was hoping for.

On my first attempt, I prompted ChatGPT with: “Summarize the importance of education as a fundamental social determinant of health—an upstream cause of health. Discuss its role in health disparities and the argument that educational programs and policies are crucial public health interventions.” However, the responses I received were more general and didn’t fully address the specific points I was looking for. I decided to give it another try, this time providing more specific information and context. The outcome was noticeably better, highlighting that the tool’s accuracy and relevance greatly depend on the clarity and specificity of the input.

For my first formal exposure to the importance of prompt engineering, I found tremendous value in working with AI. This experience broadened my understanding of the evolving role of AI, not just in academia but also in the workforce and healthcare. It was an excellent introduction to a tool that's becoming increasingly significant across various fields.

One notable strength of this AI tool is its ability to generate ideas. It’s a great resource when you need inspiration or are facing writer’s block, providing quick suggestions that can jumpstart your creative process. However, it’s important to recognize that the tool's current capabilities may feel somewhat limited. As technology advances, there's significant potential for this tool to become even more powerful and useful, particularly in academia. It could serve as a valuable support for students working on assignments, helping them brainstorm topics and ideas. That said, it's essential for students to continue practicing and honing their writing and critical thinking skills, including the art of asking the right questions, independently of AI tools.

I want to thank Dr. Harvey for integrating AI in this course and I encourage other professors to consider providing similar experiences for their students. For more information on integrating AI in course design here is a link to the Summer Series Session: From Knowledge to Integration Redesigning With AI (Net ID log-in needed) facilitated by Dr. Julaine Fowlin, Executive Director, Center for the Advancement of Teaching and Learning (CATL) and Ms. Mary Smith, Director of Instructional Design and Technology, CATL.