针对医科教师教学发展工作中对教师自主学习的支持和个性化辅导不足、教师教学发展活动以灌输式讲授为主等问题,本研究旨在探究AI智能体在医科教师教学发展中的应用潜力。研究者设计开发了“华西小筑”AI教师教学发展助手(以下简称“华西小筑”),于2024年5至8月应用于四川大学华西医学中心的教师教学发展工作中,对“华西小筑”的输出质量进行评价,并收集教师对“华西小筑”的使用反馈。以方差分析、雷达图等方法对数据进行分析和可视化。结果显示,“华西小筑”对13组医学教育相关主题提示词的输出质量评分[(24.92±2.56)分]优于文心一言[(21.84±3.08)分]等国内主流通用大语言模型(P<0.05)。雷达图显示,在输出的准确性、完整性、可理解性、意见明确性、专业适应性和创新启发性等6个维度上,“华西小筑”均有较好表现。在参与满意度调查的92名教师中,90名(97.8%)教师对于在教师教学发展工作坊中融入“华西小筑”感到满意或非常满意。在参与“华西小筑”后续使用情况调查的16名教师中,只有4名教师在课后40天内继续使用了“华西小筑”进行复习巩固。实践结果显示,AI智能体较高的输出质量和教师较高的满意度,使其成为生成式人工智能赋能医科教师教学发展的高潜力模式,但教师课后短期内的实际使用情况并不乐观。这提示我们应当重视加强医学教育相关专业领域AI智能体的开发、加强融入AI智能体的教师教学发展活动设计,使教师教学能力发展与数字素养提升相互促进。
Addressing the insufficient support for medical educators′ self-directed learning and personalized tutoring, as well as the predominant use of didactic instruction in faculty development activities for medical educators, this study aims to explore the potentials of an AI agent applied in faculty development for medical educators. The researchers developed the “Huaxi Xiaozhu” AI Faculty Development Assistant for Medical Education (hereinafter referred to as “Huaxi Xiaozhu”), which was applied in faculty development in West China Medical Center of Sichuan University from May to August 2024. The output quality of “Huaxi Xiaozhu” was evaluated, and feedback from medical educators was collected. Data were analyzed and visualized using methods such as analysis of variance and radar charts. The results showed that “Huaxi Xiaozhu” achieved a higher output quality score (24.92±2.56) for 13 medical education-related prompts compared to mainstream general large language models in China, such as Wenxin Yiyan (21.84±3.08) (P<0.05). The radar charts indicated that “Huaxi Xiaozhu” performed well across six dimensions: accuracy, completeness, understandability, clarity of opinion, domain adaptability, and creativity & inspiration. Among the 92 medical educators who participated in the satisfaction survey, 90 (97.8%) were satisfied or very satisfied with the integration of “Huaxi Xiaozhu” into workshops of faculty development programs. However, in the follow-up survey on the use of “Huaxi Xiaozhu”, only 4 out of 16 medical educators continued to use it for review and consolidation within 40 days after a faculty development program. The findings suggest that the high output quality of the AI agent and the high satisfaction of medical educators make it a promising pathway for generative AI-empowered faculty development. However, the actual use of the AI agent by medical educators shortly after programs was not optimistic. These findings highlight the necessity of enhancing the development of AI agents for medical education, and employing them into the design of faculty development programs to mutually promote the development of teaching abilities and enhancement of digital literacy of medical educators.
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