生成式人工智能驱动医学课堂教学的系统性重构OA

At present,with the reshaping of the teaching form of higher education by generative artificial intelligence(GenAI),it demonstrates significant potential in medical classroom teaching.However,the existing research on the application of GenAI in medical classroom teaching mostly focuses on the discussion at the tool application level,and still lacks a systematic reconstruction of teaching objectives,activities,and assessments regarding the integration of GenAI into medical classrooms.Therefore,this paper constructed a pedagogical framework for integrating GenAI into medical classrooms based on the constructive alignment theory,and conducted a quasi-experimental study relying on the"Host Defence and Immunology"course at the Medical School of Shanghai S University.The results indicated that integrating GenAI into medical classroom teaching significantly enhanced learning outcomes.While student interviews and faculty feedback further revealed the framework's unique advantages in boosting students'enthusiasm for interaction,stimulating their interest in scientific research exploration,and deepening their critical thinking,the research found that students still faced challenges in adapting to tool trust.Meanwhile,teachers pointed out that current teaching still faced challenges such as technological reliance and limited supervision,suggesting that in the future,emphasis should be placed on enhancing the adaptability to medical scenarios,refining professional data resources,and improving teachers'intelligent literacy.Through research,this paper was aimed to provide an operational teaching framework and practical reference for the future empowerment of medical classroom teaching by GenAI.