Learning along the Way: A Case Study on a Pedagogically Innovative Approach to Engage Medical Students in the Creation of Open Educational Resources Using ChatGPT

Glenda Cox; Michelle Willmers; Robyn Brown; Michael Held

doi:10.25159/2663-659X/15331

Authors

Glenda Cox University of Cape Town https://orcid.org/0000-0001-8185-0645
Michelle Willmers University of Cape Town https://orcid.org/0000-0002-4925-2028
Robyn Brown University of Cape Town
Michael Held University of Cape Town

DOI:

https://doi.org/10.25159/2663-659X/15331

Keywords:

generative AI , ChatGPT, open educational resources, students as partners , students as co-creators , Global South , digital critical AI literacy

Abstract

The development of open educational resources (OER) plays a key role in addressing the challenge of access to affordable, appropriate, high-quality teaching and learning materials. This is particularly the case in health sciences in South Africa, where there is a strong imperative around local production of contextually appropriate resources that can be openly accessible within institutions and in practice. This case study details the creation and iterative review approaches undertaken by undergraduate medical students in a study module focused on creating chapters for an orthopaedics open textbook through the use of ChatGPT. It also explores the nuances of the lecturer’s process, particularly as relates to assessment, quality, and his ambitions to promote student voice through co-creation. The findings demonstrate that ChatGPT has the potential to be the game changer needed to help build OER production in the Global South, particularly in terms of the speeding up of the process. They also suggest that processes of this kind have a role to play in building students’ critical artificial intelligence (AI) digital literacy skills and in boosting their sense of agency. This work stands to make an important contribution in terms of profiling institutional cases where AI is being used in an innovative, responsible manner in the classroom. It also aims to make a unique Global South contribution to the rapidly emerging global discourse around the use of AI in teaching and learning, and the use of collaborative content development approaches to promote student voice and social justice in higher education.

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