AI in Academic Writing of PhD Medical Students
the Institutional Approach and Students´ Attitudes
Roč.14,č.2(2024)
CASALC Review
Integrace umělé inteligence (AI) do vysokoškolského vzdělávání významně ovlivňuje metodiku výuky a učení, zejména v lékařském vzdělávání doktorandů. Tento příspěvek se zabývá významem umělé inteligence při zlepšování akademického psaní a jazykových dovedností se zvláštním zaměřením na české vysoké školy. Teoretická část studie uvádí analýzu přístupů českých vysokých škol k zavádění technologií AI do vysokoškolského vzdělávání a hodnotí výhody i nevýhody implementace AI v akademickém prostředí. Praktická část výzkumu se skládá z kvantitativní a kvalitativní analýzy. Kvantitativní část se zaměřuje na sběr dat o akademickém vybavení studentů a jejich zkušenostech s digitálními zdroji, zatímco kvalitativní část zkoumá postoje studentů k využívání AI, zejména ve vztahu ke spolehlivosti, důvěře a etice. Cílem této práce je poskytnout komplexní porozumění roli, kterou AI hraje ve výuce jazyků a akademickém psaní doktorandů medicíny, a zároveň se zabývat širšími důsledky zavádění AI ve vysokoškolském vzdělávání.
Umělá inteligence, akademické psaní, doktorandi zdravotnických oborů, institucionální přístup, perspektivy studentů
Veronika Glogarová
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Veronika Glogarová studied English and Russian philology at the Faculty of Arts of Palacký University and later also studied psychology there. She is currently the head of the Center for Teaching Foreign Languages at the Faculty of Medicine of the Palacký University in Olomouc (LF UP), where she teaches English for the study programs in General Medicine and Public Health; at the same time, she also organizes advanced English courses for employees of UP Faculty of Medicine. Moreover, she teaches “Writing for Publication: The Process” courses for DSP students and runs the academic Writing Lab academic consultancy. Her expertise focuses on English in healthcare, stylistic and cultural aspects of academic writing, and contrastive rhetoric.
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