GenAI TOOLS IN TEACHING ACADEMIC WRITING FOR MEDICAL STUDENTS
dr. Brigita Pantelejeva, St. Ignatius Loyola College
Keywords: Generative AI, academic writing, teaching tools, cognitive load theory
Abstract:
The integration of generative artificial intelligence (GenAI) tools into education has opened new possibilities for enhancing the teaching and learning of academic writing, particularly in disciplines where precision and clarity are critical, such as medical education. This study explores the potential of GenAI tools, including their capabilities and limitations, in supporting the development of academic writing skills among medical students in St. Ignatius of Loyola college. The research employs a mixed-methods approach within a pilot project, combining qualitative and quantitative methods. Data were collected through pre- and post-course surveys, and the analysis of written outputs produced by 19 second-year medical students enrolled in an academic writing course at St. Ignatius of Loyola College. Findings indicate that GenAI tools, such as Grammarly and ChatGPT, helped improving students’ writing quality, confidence, and productivity. Quantitative results showed some improvements in grammar, structure, and clarity, while qualitative feedback highlighted both the benefits—such as reduced writing anxiety and enhanced brainstorming—and the challenges, including concerns about over-reliance and inaccuracies in medical terminology. These outcomes align with cognitive load theory and the extended mind hypothesis, emphasizing the tools’ ability to scaffold learning and reduce extraneous cognitive effort. The study concludes with recommendations for integrating GenAI tools responsibly into academic writing curricula, addressing ethical considerations, and fostering critical thinking.