Abstract:

The integration of artificial intelligence (AI) into health professions education requires a new approach to faculty professional development that would allow educators to not only adopt this rapidly developing technology but also develop competencies that would ultimately serve as the foundation of AI literacy. In this paper we will discuss the results of the doctoral level course, Teaching and Learning in Healthcare Sciences, in which we piloted AI driven activities across multiple modules. Students used generative AI tools, such Chat GPT, Google Gemini, Microsoft CoPilot, etc., to design and then critically evaluate learning activities such as case studies, assignments, and rubrics. In addition, students have participated in structured debates and reflective exercises to deepen their understanding of AI technical capabilities as well as its pedagogical and ethical dimensions.

From this experience, we propose the TPE-AI Literacy Framework, an adaptable model that defines AI literacy across four interrelated domains: Foundational, Technical, Pedagogical, and Ethical. Foundational domain is comprised of competencies in reflective practice and critical thinking which enable educators to critically evaluate AI outputs and maintain professional judgement. Prompt engineering is essential to technical competencies. It is a necessary skill to develop a proficiency in the AI tools and to ensure that the produced content is context-relevant, applicable, and appropriate for the target audience. Pedagogical competencies focus on evaluating curricular alignment, instructional design, and enhancing learning outcomes. Finally, ethical competencies emphasize responsible use, including the recognition of hallucinations, bias, and data privacy concerns.

The TPE-Ai Literacy framework is an adoptable model that emphasizes critical engagement and provides a scalable pathway for both doctoral and faculty professional education. By cultivating these interconnected competencies, institutions can prepare educators to become active, reflective shapers of AI-enhanced teaching and learning, using AI as a collaborator, not a replacement.

Keywords:

Artificial Intelligence, health professions, faculty professional development, AI literacy.