The Application of Artificial Intelligence (AI) in Surgical Technology Education

Artificial Intelligence (AI) has rapidly transformed many industries, and education, particularly surgical technology education is no exception. Recently, I had the privilege of moderating roundtable discussions at the leadership symposium during the Association of Surgical Technologists (AST) Educators Conference in New Orleans, Louisiana. The topic, "Positive Uses of AI," generated varied reactions, from enthusiastic engagement to skeptical hesitation.

Initially, some educators eagerly joined the discussion, while others visibly hesitated, signaling their doubts with eye-rolls and sighs. My strategy was straightforward yet effective, I encouraged everyone to sit down and listen, fostering an inclusive dialogue. To gauge initial exposure to AI, I began with a simple yet revealing question: "Who at the table has not used AI?" Out of four robust roundtable discussions, surprisingly, only three attendees indicated they had not yet engaged with AI in any form. This response illustrated AI's increasing ubiquity in our educational practices.

A common AI application shared by many educators was leveraging tools like ChatGPT for crafting professional emails. Transitioning from the operating room (OR) to an educational role can present challenges, particularly in professional communication. Surgical technologists are highly skilled practitioners who might initially find it challenging to adapt to the nuances of academic professionalism. Using AI-generated emails helps educators maintain a professional tone, ensuring clarity without inadvertently offending colleagues or students, a particularly valuable tool for those new to educational roles.

Another significant topic we discussed was using AI to create exams and quizzes. Participants agreed that although initial interactions with AI can feel daunting, mastery of proper prompting techniques significantly improves results. This conversation naturally led to exploring the concept of PREP—Prompt, Review, Edit, Publish. PREP is an essential framework for educators integrating AI into exam creation. To illustrate, suppose an instructor wants to create an exam about laparoscopic cholecystectomy:

·         Prompt: Provide detailed and specific instructions to ChatGPT (e.g., "Create a 20-question multiple-choice exam covering the steps, instruments, and anatomical considerations of laparoscopic cholecystectomy").

·         Review: Thoroughly review the AI-generated exam for accuracy and relevance.

·         Edit: Adjust the content to align precisely with learning outcomes and educational standards.

·         Publish: Save the exam in an LMS-compatible format, upload it as a zip file, and seamlessly integrate it into the Learning Management System (LMS).

An intriguing example of AI integration came from Christine Gardener, program director from the College of Eastern Idaho. Gardener shared her innovative approach using NotebookLM, a powerful AI-driven platform. She demonstrated uploading a surgical procedure in PDF format into NotebookLM, effortlessly generating comprehensive educational resources. The platform swiftly produced a detailed study guide, complete with quizzes and an answer key, essay questions, and a glossary of essential terms. Remarkably, NotebookLM also generated Frequently Asked Questions, a detailed procedure timeline, and, notably, a podcast version of the content.

I was particularly excited about this feature, as I had experienced a similar process during my graduate studies at Lamar University in the course "Applying Educational Technology." In collaborative groups, we initially shared our contributions via Google Docs, refining our discussion board entries. With assistance from ChatGPT, our script evolved seamlessly, which we then uploaded to InVideo—an innovative AI video creation tool. This enabled us to assign different voices and international accents, significantly enhancing engagement. Later, adopting NotebookLM allowed us to transform these discussions into podcasts, a genuinely transformative educational experience. Though minor errors occasionally occurred, the overall quality and realism of these AI-generated resources amazed and engaged our group immensely.

Similarly, during another roundtable session, Sandra Farley, program director from York Technical College, shared her practical approach using ChatGPT for classroom instruction. Farley described how she copied surgical procedures from textbooks into ChatGPT, prompting the AI to produce comprehensive PowerPoint presentations. She carefully reviewed and refined the AI-generated content before utilizing the slides during lab-based mock surgeries. This innovative method allowed students in the anesthesia role to manage the procedural steps effectively by progressing through each slide, ensuring team alignment and educational coherence.

Additional AI tools, such as Perplexity and Grok, were also highlighted during the conference discussions. Both platforms assist educators and students in navigating complex topics, improving the learning process with accurate, comprehensive responses generated by AI-driven insights.

Overall, these roundtable discussions clearly illustrated AI’s powerful potential in surgical technology education. Whether facilitating professional communication, streamlining exam creation, or enhancing interactive and engaging learning materials, AI consistently proved its invaluable role. Embracing these innovative technologies not only enriches educational practices but also prepares educators and students alike for a more technologically integrated and efficient future in surgical technology.

References

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/

Hwang, G. J., & Xie, H. (2023). Application of artificial intelligence in education: A systematic review and meta-analysis. Educational Technology Research and Development, 71(3), 555-577. https://doi.org/10.1007/s11423-023-10224-2

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2022). Intelligence unleashed: An argument for AI in education. MIT Press.