Generative AI · Education leadership

Actionable companion · Assessment and evidence of learning

From evidence to district action: Artificial Intelligence and Large Language Models: A Case-Based, Peer-Teaching Workshop for Preclinical Medical Students

AI-assisted editorial implementation guide. The district actions are proposed applications, not findings or recommendations attributed to the original authors. No additional peer review is asserted.

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Evidence and context

Health-professions education context: test transfer to K–12 rather than assuming it.

Original authors’ abstract, reproduced under the linked source license:

Abstract Introduction Artificial intelligence tools have rapidly become integrated in health care settings and are quickly affecting medical student education. However, there remains limited formal teaching on such tools in student curricula. This project sought to introduce preclerkship medical students to the basics of large language models and allow them to practice ways to best use these tools to supplement their learning. Methods The authors designed, implemented, and evaluated a 60-minute lecture and 100-minute workshop for second-year medical students. The workshop included interactive cases covering various aspects of artificial intelligence use, and some groups were led entirely by student leaders, allowing for peer teaching. Results One hundred sixty-eight students from Harvard Medical School and Harvard School of Dental Medicine were enrolled in this session. Anonymous pre- and postsession surveys (N = 124 and N = 62, respectively) were collected and compared via unpaired t test assuming unequal variance and showed statistically significant increase in the mean ratings of six 5-point Likert scale questions assessing artificial intelligence–related knowledge/self-efficacy (P < .01) and mixed changes to 5 questions relating to attitudes/behavioral intent. Discussion Our artificial intelligence and large language model session provides a framework for teaching medical students, early in their educational journey, the basics of these tools. Our session provides interactive exercises to illustrate how best to leverage such tools while also discussing their potential risks. Such education will be important to incorporate into medical student curricula as artificial intelligence technologies grow increasingly common. Keywords: Artificial Intelligence, Large Language Models, Case-Based Learning

A 90-day district pilot

  1. Days 1–15 · Appraise. Have the curriculum lead and a teacher read the methods and limitations. Record the study design, sample, comparator, outcomes and evidence gaps. Define a local question that the study can help inform.
  2. Days 16–30 · Design. Redesign one low-stakes assessment: require a first attempt, an AI-assisted revision, a source-check log and a short oral explanation. Use the same rubric for the comparison task. Name an accountable owner and set the baseline, success threshold and budget before implementation.
  3. Days 31–60 · Test. Start with a small voluntary cohort, preserve an accessible non-AI route and require teacher review. Use synthetic or de-identified examples; approve data handling and tool terms through district processes.
  4. Days 61–90 · Decide. Blind-score reasoning, factual accuracy and unaided transfer on a fresh task. Record suspected misconduct separately from demonstrated evidence. Compare with baseline, document uncertainty and stop or revise if learning worsens, access is unequal or critical errors persist.

The board decision brief

Report the learning problem, evidence quality, participating population, total cost including review time, measured benefit, errors, access differences and remaining uncertainties. Make a dated recommendation to stop, revise or expand. A positive perception survey alone does not establish learning improvement.

Attribution and reuse

Brendon C Choy; Hariharan Shanmugam; Hyae Won Redden; Edgardo Duran; Jeffrey Prince; Richard S Lee; Jacqueline Chan; Daniela Limbania; Jessica Berwick; Adam Rodman. Artificial Intelligence and Large Language Models: A Case-Based, Peer-Teaching Workshop for Preclinical Medical Students. MedEdPORTAL : the Journal of Teaching and Learning Resources (2026-07-21). https://doi.org/10.15766/mep_2374-8265.11621

Companion prepared 2026-10-30. Original authorship and DOI are preserved. The abstract is an attributed source extract; the implementation plan is new AI-assisted editorial material, offered under the same CC BY 4.0 license. This guide has not undergone independent peer review.