Assessment Objectives 

The midterm assignment for HMB474H1F (Dental Sciences, Fall 2024) aims to develop students’ ability to comprehensively research and describe a clinical problem in dental sciences, while also enhancing their critical thinking skills through the evaluation of AI-generated content. By requiring students to write a literature review and compare it with AI-generated work, the assignment seeks to familiarize them with the use of generative AI tools in academic research and writing. Additionally, it aims to improve students’ understanding of literature review structure and scientific writing, while fostering awareness of the strengths and limitations of AI in producing academic content. This multifaceted approach is designed to prepare students for the evolving landscape of academic research and professional practice in dental sciences. 

Assessment Process 

• Step 1: Student-written literature review (2,000 words)
  • Develop an outline with specific subtitles based on the provided structure 
  • Write a comprehensive literature review on an assigned clinical problem 
  • Include complete references 
• Step 2: AI-Generated Content Evaluation (500 words) 
  • Use Microsoft Copilot to generate three outputs:
    1. 1,000-word general literature review
    2. 500-word detailed section on a specific aspect
    3. 500-word future directions section 
  • Critically evaluate the AI-generated content, comparing it to the student’s own work 
• Step 3: Submit two PDF documents: the student’s literature review, and the critical evaluation and AI-generated content. 

Future-Focused Student Skill Development 

The assignment highlights key aspects of the University of Calgary’s STRIVE model, including student-centeredness and integrity. By using Microsoft Copilot to generate content related to their research topic, students develop flexibility and critical thinking skills around AI-generated content. The assignment promotes academic integrity by openly incorporating AI use, specifying engagement methods, and teaching proper citation of AI-generated content. Students are encouraged to reflect on their own perceptions and decision-making processes, fostering self-awareness and a deeper understanding of AI tools’ strengths and limitations in academic research. This approach not only maintains academic honesty but also prepares students for responsible AI use in their future academic and professional pursuits. 

Student Feedback 

We have not received formal evaluations yet.  They should be coming soon.  I asked the class after the assignment whether they thought it was worthwhile, and the class was split right down the middle!  The students who thought it was a waste of time were already using AI very effectively and got nothing new out of the assignment.  Half the class had not used AI and really appreciated the fact that we were embracing this technology and helping them to use it effectively.  ALL the students really appreciated the talk by the Goggle executive on how to use AI effectively.  Great tips from the expert!