Ongoing projects – Responsible AI grant

A project to enhance the “Literary Theory” course’s academic skills component by introducing responsible use of Generative Artificial Intelligence (GenAI). The aim is to address current challenges in achieving learning objectives related to student writing skills and critical AI literacy. The project focuses on process-based assessments, engaging in-class activities, and take-home assignments to model responsible GenAI applications. The learning goals include improving writing skills, fostering critical AI literacies, and understanding the ethical and social impacts of GenAI. The outcomes aim to benefit other programs within the Faculty of Humanities and contribute to responsible GenAI use across educational practices.

A project aimed at addressing the simultaneous teaching of programming skills and neuroscientific methodology in the Neuroimaging: EEG course within the Psychology, Brain & Cognition program. The proposal suggests leveraging AI, specifically ChatGPT, to assist students in generating Python code for EEG analyses. The goal is to separate the learning of programming skills and neuroscientific methodology, providing students with targeted support and feedback while emphasizing critical thinking and problem-solving. The proposal outlines a plan to transition existing Matlab exercises to Python, ensuring alignment with ChatGPT capabilities. The project aims to enhance the learning environment, stimulate critical reflection, and allow students to choose the extent to which they consult AI. The proposal aligns with the Content Delivery subtheme and emphasizes the broader applicability of Python skills in data science.

This proposal seeks to transform the assessment of bachelor’s theses in the Faculty of Medicine using Generative Artificial Intelligence (GenAI). Focused on providing prompt and detailed feedback, the project designs AI-usable criteria for ChatGPT to offer immediate insights to students. The approach includes responsible use guidance, involving students in the process. Anticipated outcomes include improved writing skills and the implementation of an AI feedback tool, with plans to share findings and methodologies across educational communities.

A project aimed at incorporating Generative Artificial Intelligence (GenAI) responsibly into the Honours Programme of Medical Informatics. The initiative addresses the prevalent use of GenAI by students, the potential biases in its outputs, and the need for early education on its responsible application. The project involves co-creating a business plan for an e-health application using ChatGPT, focusing on critical reflection and responsible usage. The learning outcomes include enhanced critical thinking and improved business plan writing skills. The proposal aligns with the Learning Activities subtheme and aims to set a precedent for similar approaches in medical informatics education.

This project proposes a solution to improve medical communication skills in the Bachelor of Medicine program at the Faculty of Medicine, Amsterdam UMC. The current challenge lies in providing sufficient and engaging practice opportunities for students preparing for actor conversations. Due to budget constraints, additional practice with human actors is not feasible. The proposed project suggests using ChatGPT as a conversational AI tool to simulate patient interactions, incorporating gamification elements to enhance engagement and learning outcomes. The initiative aims to increase student participation, foster equal opportunities for practice, and improve overall medical communication skills. The team plans to assess the tool’s effectiveness through evaluations and student feedback, with the goal of implementing it in the academic year 2024-2025. The project aligns with the Learning Activities subtheme and seeks to establish a replicable model for AI-assisted medical communication education.